Skills and Strategies for Strengthening Teachers' Capacity in Implementing Mathematics Classroom Sequences in Benin

Abstract

Strengthening teachers' skills in mathematics education is crucial to improving the quality of education in the Abomey school district in central Benin. The study examined the skills and strategies necessary for the effective implementation of mathematics classroom sequences. Through a mixed-method approach that included surveys, classroom observations, and training workshops, the research identified current gaps and proposed recommendations for the continuous improvement of pedagogical practices. Additionally, the trained teachers demonstrated better mastery of mathematical content and an increased ability to adapt their teaching to the individual needs of students. The conclusion emphasized the importance of continuous teacher training and the adoption of diverse teaching strategies to enhance the quality of mathematics education in Benin's primary schools. The study also suggested the need for increased institutional support for the implementation of these strategies.