Teacher perception of teaching strategies in teaching mathematics in Basic Education

Abstract

This study addresses the teaching strategies employed by mathematics teachers in the Central Department of Paraguay, a region with significant challenges in mathematics education. The objective was to describe teachers' perceptions of these strategies in diverse educational contexts. A non-experimental, cross-sectional, descriptive, and quantitative design was adopted, applying a structured questionnaire to a sample of 50 teachers selected through non-probability convenience sampling. The data were analyzed using descriptive statistics. The results show a significant commitment among teachers to professional development and a tendency toward the simultaneous use of various methodological strategies that combine traditional and participatory methods, in a context where conventional practices such as the use of the blackboard and textbooks still predominate. Problem-solving and collaborative learning are strategies valued by teachers, along with adaptation to diversity through individualized support and contextualization of content. Technological integration is evident in its early stages, as is a still partial transition toward more formative assessments. It is concluded that, although traditional approaches predominate, there is a growing willingness towards pedagogical innovations that teachers perceive as potentially useful to improve student understanding and motivation, findings that correspond to a specific group of teachers from the Central Department and that are not generalizable to the whole country.