The Technique Teaching Improvement in Math Area Project“PROMETAM”
José Gerardo Fuentes Zúniga
Mathematic Department
Universidad Pedagógica Nacional Francisco Morazán (UPNFM), HondurasThis paper show the Technique Teaching Improvement in Math Area Project“PROMETAM” in Honduras that is established between the Japan Government,
Education Secretary of Honduras and the UPNFM to solve the teaching quality
problem of the Math Teachers.
I.

BACKWARD

The Technique Teaching Improvement in Math Area Project “PROMETAM” began
as a result to solve the teaching quality problem of Math teachers, because of theexisting high rates of dropping off and failed students around the country.
Japan Government through Japan International Cooperation Agency (JICA) has been
supporting the efforts concerning in education system that Honduras makes by meansof teaching training for elementary teachers and with some Japanese volunteers
support through Math Project that began to develop in 1989 on twelve states of thecountry (Lempira, El Paraíso, Choluteca, Valle, Francisco Morazán, Olancho,Comayagua, Cortés, Colón, Copán, Ocotepeque and Santa Bárbara) for more thantwelve years. Such Project began with 58 Japanese teachers whom gave teaching
training to 20,000 Honduran teachers, so it allowed finding very much information inthis field, which we considered very important to contribute to Math developing inthis country. In this opportunity it was considered this project reformation in threestates: Ocotequepe, Colón, and El Paraíso into a new stage through “PROMETAM”.
This is a pilot experience, and according to the evaluation scores getting from it,some measures will be applied in order to improve the project and spread it out
around the country. The selection of such states is a result from some meetings withHonduras Education Secretary, based on some data gotten from preliminary research,scoring and objectives analysis, experts, coordinators, and volunteers’ advising andanalysis of the geographical avail.
Lessons derived from the performance of the previous Math Projecta. The teaching training contents have not been applied in class, because most of theteachers have considered difficult to plan their classes applying their gotten
knowledge during each subject teaching training.

New strategy: during the teaching training they will learn how to use the teacher’s
guide book and the student’s work book into the classrooms, which wereelaborated by grades in order to make the class developing most efficient.
b. The rewards for participating in not-formal teaching training organized by SE as
well as its supervision have been very low.
New strategy: To use PFC’s schema (Continuous Teaching Formation Program)of the UPNFM. What the Continuous Teaching Formation Program (PFC) is?
It is an educational program executed by Universidad Pedagógica Nacional
Francisco Morazán, with a framework directed to increase teacher’s academic
level into a Licentiate Degree, so to improve the educational services quality bymeans of on going classes during weekends (Saturdays and Sundays) andintensive vocational school.
c. The monitory evaluation and on going process system has not been productive.
New Strategy: To systematize three (3) evaluation levels (evaluations about Mathteaching, class quality and children’s academic efficiency)

II.

GENERAL INFORMATIONa General Aim
Decrease the amount of failed students because of their low academic score inMath during their first and second grades of basic education, especially in therural area.
b Purpose of the Project
Improve Math teaching methodology during the firs and second grades of basiceducation.
c Component of the Projecti. Elaboration of Math teacher’s guide book and Math student’s work book for thefirst and second grades of basic education.
ii. Teaching training for teachers through Continuous Teaching Formation Programof Universidad Pedagógica Nacional Francisco Morazán.
iii. Elaboration and execution of the evaluating system about the teachers’ teachingabilities, quality class, and children’s basic output.

d Expecting goals
Raising of the teachers’ scientist knowledge, methodology, and didactical level inMath teaching through the teachers’ guide book, students’ work book and basic
level teaching training in the pilot states, and then to spread this effect out aroundthe country, by means of FID (Teachers’ Beginning Formation) and teaching
training for teachers currently in service through INICE.
e Project term
Three years: From April 2003 to March 2006.
f Impact zone of the Project
Around the country, beginning a first step with the states of Colón, Ocotepeque,and El Paraíso in 2001, and spread it out to Comayagua and Valle in 2004.
PFC/PROMETAM currently has six pilot centers distributed as follow:
OCOTEPEQUE1) NUEVA OCOTEPEQUE

COLON

2) SONAGUERAEL PARAISO

3) DANLI
4) GUINOPE

III.

COMAYAGUA

5) LA LIBERTAD

VALLE

6) NACAOMETEACHING MATERIAL DESIGN AND DEVELOPMENTPROMETAM’s Teaching Materials Design and Development Unit has elaborated theteachers’ guide book and the students’ work book for the first and second cycles ofBasic Education (1st to 6th grade)
Because of the gotten experience during the previous Japan’s Math Project, and theone currently acquired by PROMETAM such as in teach training as well as in theteaching designing materials for Math subject, we received a request letter from
Honduras Education Secretary Minister, asking for the elaboration of the 1st and 2nd
cycle according to the National Basic Curriculum in order to spread them out aroundthe country since 2005, being this a benefit for students as well as for teachers.

Moreover, complementary exercises brochures have been elaborated for the second
cycle (from 4th to 6th grade), such purpose is to use them for improving the Mathlearning.
a. First Cycle
GradeFirst Grade

Draft
End of June End of July
2003
SecondEnd of July –Gradeend of august
2003
Third Grade End ofAugust –Beginning ofOctober 2003
b. Second Cycle
GradeDraft
Fifth Grade February –May 2004
Sixth Grade June - July
2004
Sixth Grade August 2004
complementc. First cycle (2nd Edition)
GradeDraft
First Grade December
2004 – April
2005
SecondMay – June
Grade2005

Digital Data
End of June End of July
2003
End of July –end of august
2003
End ofAugust –Beginning ofOctober 2003

DesignEnd of June End of July
2003
End of July –end of august
2003
End ofAugust –Beginning ofOctober 2003

Final Draft
September 9,2003

Digital Data
March – June2004
June – August2004

DesignMarch – June2004
July – August
2004

August –September
2004

August –September
2004

Final Draft
September –October 2004
September –November
2004
November
2004

Digital DataDecember
2004 – April
2005
May – July2005

DesignDecember
2004 – May2005
May – August
2005

September 24,
2003
September 29,
2003

Final Draft
April – May
2005
August –September
2005

d. Validation of Educative Materials
For the validation of the elaborated teaching materials, we have Universidad
Pedagógica Nacional Francisco Morazán’s collaboration though Continuous
Teaching Formation Program, authorized by Honduras Education Secretary, who iscurrently validating the 6th grade books.

The validation is made by the same teachers who are receiving the teaching training,such as Honduran instructors that are working with Continuous Teching Formation
Program around the country, because they have been trained by PROMETAM’sexperts.
7,913 PFC’s teachers currently in service with knowledge of the contents of theteachers’ guide book and the students’ work book for the 1st and 2nd cycle children,
trained by PFC’s instructors with knowledge in PROMETAM’s methodology.
The total amount of students subscribed in the schools of all the centers who are
working with the validation of all the teaching materials designed by PROMETAM if
about 1,680.
The teaching materials designed are used during the teaching trainings. Each teacher
gets his/her own teachers’ guide and students’ work books according to the amount ofchildren they have, corresponding to the grade teaching training they receive. This
allows us to make then the next step.
IV.

TEACHING TRAINING

PFC/PROMETAM has directly trained to 240 Basic Education teachers currently inservice through the teaching training conveyed as follow:
a. Teach training for teachers currently in service
Content
Summary of
the first cycle
Math and its
methodology
for 4th grade
Math and its
methodology
for 5th grade
Math and its
methodology
for 6th grade

No ofParticipants
236

226

226

226

Place

Date

PROMETAM July 24 tocenters
November 6,
2004
PROMETAM December 6,
centers
2004
toJanuary 21,
2005
PROMETAM March 5 tocenters
June 28, 2005

Instructor
Japanesevolunteers
Japanesevolunteers

Japanesevolunteers

PROMETAM July 23 to Japanese
centers
Novembervolunteers
13, 2005*Each teacher gets her/his teachers’ guide and students’ work books according to theamount of children they have, corresponding to the grade teaching they have received.

b. First goals of the incorporation of PROMETAM to PFC
In February 2004; 214 teachers received their Bachelor Degree, corresponding to thecenters of Trujillo and Sonaguera, Colón; Danlí and Güinope, El Paraíso.
c. Licentiate Degree in Basic Education
In August PFC/PROMETAM began to offer the licentiate level in Basic Education tothe same teachers that got their Bachelor Degree during the previous two years, andmoreover, the others that received their Bachelor Degree with other programs could
apply for the Licentiate Degree too.
At the end of each teaching training, such Japanese volunteers as experts andHonduran counterpart among Departmental, Municipals Directors, region
coordinators, the Continuous Teching Formation Program’s centers, and theMathematician expert from Honduras Education Secretary, will participate in themeeting “REFLECTING ABOUT THE TEACHING TRAINING IN MATH AREA”
for the correspondent grade, with the purpose of analysing found problems such as
the given solution, in order to get establishing some mechanisms of forestalment
actions for the future teaching training.

V.

CLASS EVALUATION AND ANALYSIS

a. The blanks designed to make the evaluation, allow us to know how the teacher isusing the established time for Math teaching class.
“Academic Learning Timing”
The purpose of this method is to know what are the teachers and students doing. This
analysis is developing during the class time, selecting three children who we identify
as Kid A, kid B, and kid C besides the teacher that is teaching in that grade. 15
seconds are timed to watch the activities of each one, and so on, until the class isfinished.
Three sheets of paper are used one for each of the selected kids, as it was previously
explained, on which we evaluate how are they using the class time, and how longthey are dedicating to make activities, such as: to copy from the board to thenotebook, if they are listening faithfully or they are amused, if they are working or
making some activities not related to the class, etc.
In order to have a concrete vision about the use of “Academic Learning Timing”, weavail of an assistant sheet of paper to this method that allow us to compensate
incomplete information and at the same time needed information.

And then the instructor or the supervisor writes in the blank space the corresponding
number to the gotten score.
b. Qualitative analysis
i. Present class problems
The class problems that are ordinarily watching during the elementary level in
Honduras show the following:
1.

The teacher is not developing the planned class.

2.

The teaching method is transitive3.

The teacher is not thinking why it would be so (he/she does not teach thereason)4.

the teacher almost does not use the text book or note book5.

the teacher does not take care of the children that are not working

6.

A very low class management

7.

There is any class evaluation

8.

The teacher does not know how to use the designed teaching materials

9.

An inadequate teaching work attitude

ii. The kind of teaching class expected by PROMETAM
It is not easy to invent some methods and develop them in order to solve thewhole showed problems. It is not convenient to look for something ideal becauseof the real situation or certain cooperation limit. However, it will be reasonable
to put some goals as the following, at less to improve the academic output, andto decrease the failing rates.
1.

Teach the whole curriculum content

2.

Do not teach mistakes

3.

Use the methodology that can make the children think

4.

Assure the children’s learning activities, including the multigrade classes

In order to make these possible, the Project designs the teachers’ guide book todevelop the on going classes based on the unit and yearly class planning, as wellas the students’ work book, in order to make easier the kids’ learning activities.
Also, it executes the teaching and content of these educative materials, as well as
to develop the class according to the teachers’ guide book in the classroom.
As a goal, the Project expects the class as follow:

1.

To develop the planned teaching class2.

Avoiding transitive teaching methods

3.

Improve the teaching techniques

4.

To execute the evaluation correctlyiii. Blanks for the analysis teaching class
Taking in consideration the class image that PROMETAM expects in order toanalyse what kind of teaching class ins developing, they elaborate “Blanks forthe teaching class analysis”
Designing of “Blanks for the teaching class analysis”
Interview before the class begins (5-10 minutes)… before the class begins thesupervisor interviews to the teacher making some general questions about theclass, such as: the aim of the class and its content, etc.
Analysis of the teaching class… during or after the class, about the supervisedclass, the supervisor answers 41 questions that are divided in six categories as“yes”, “no”, or “there is any sense”
iv. Table 2: Category of the questions
N°

Category

N° ofquestions
15

Interview
after
Use the methodology thatclass ends (5-10
can make the students thinkminutes)… after2 Improvetheteaching7
the class ends thetechniques
supervisor
3 Assurethechildren’s
9interviews too thelearning activities, including
teachermakingthe multigrade classes
some questions,4 To execute the evaluation
9
mainly about thecorrectly
teachers’guide
5 Do not teach mistakes
4andstudents’
6 Develop
theplanned
4work books.
teaching class
Checking out the students’ notebooks (5-10 minutes)… To check out threechildren’s note books after the class ends.
1

VI.

OTHER CONTRIBUTIONSSYSTEM EDUCATIONOFPROMETAMTO

HONDURAS

a. Developing teaching materials
Honduran counterpart by SE and UPNFM began on December 2004 the second
edition of the designed teaching materials for the first cycle (1st – 3rd grade) besides
the elaboration of the third cycle (7th – 9th grade)with the teaching support of
PROMETAM’s Japanese experts, if it is necessary.
i. Third Cycle
Grade

Digit data

Diagramming
Final draft
Last draft
and design
Seventh December
December– February– April – Maygrade
2004– May 2005
May 2005
2005
February 2005
Eighth July 2005
August– September
October 2005
grade
September2005
2005
ii. Complementary exercises for the students’ work book
Grade4 grade
5th gradeth6th grade

DateJuly – August 2004
September 2004 – March2005
April – October 2005

iii. Teaching training
Also PROMETAM has given teaching training support to other programs
1. Teaching training for Instructors
Given toContenta)
Luis First cycle
Landasummaryb)
FID,andMath and its
methodology 5thgrade
PFC, Math and its
CIE methodology 4thgrade

N° ofPlace
participan
ts15
INICE

10INICE

48

INICE

Date

May 2729, 2004

Instructor

Eiichi
Kimura, Lic.
and Ramón
Rosa, Lic.
February Eiichi
23 and 24, Kimura, Lic.
2005
July 9-11, Eiichi
2004
Kimura, Lic.

TeachingschoolsINICE

Math and its
methodology 5thgrade
Math and its
methodology 6thgradeFirst cycle for theNational
Instructors

305036

INICE

December
3 and 4,
2004
INICE February
24-27,
2005
INICE September
24-26,
2004

Eiichi
Kimura, Lic.
Eiichi
Kimura, Lic.
Eiichi
Kimura, Lic.

* From November Thursday 13th to Sunday 16th , 2004, PROMETAM collaborated
with a seminar about the Project development given to JICA’s guest participants tothe region area, such as Japan Corporation Officials as well as representatives fromHonduras Education System (SE) and high schools from the following countries:
United States of America, Jamaica, Guatemala, El Salvador, Chile, Colombia,Argentina, República Dominicana, Perú, México, Nicaragua and Honduras.
2. Teaching training to the National Team
Given toContentNational
Teaching
TrainingTeam

Use of theteachers’ guide andstudents’ workbooks

N° ofPlace
Date
Instructor
participan
ts54
INICE September Eiichi
24-26,
Kimura, Lic.
2004

* This teaching training was coordinated by INICE, given by PROMETAM anddirected by PFC’s Instructors, Luis Landa Educative Program’s and Teaching
Schools’, with the purpose that they could coordinate the teaching training forteachers in service around the country (departmental and municipal). The travel andfood expenses were given by Luis Landa Program of Spain through which has beenpossible to train 18 departmental teaching training teams, that at all is a total sum of780 teachers, who were received by 37 facilitators of the National Teaching Training
Team, who at the same time will be responsible of the teaching training of the 100%of the teachers around the country.
3. Supporting to the departmental and municipal teaching training
4. Scholars sent to Japan to study
Send Scholars to Japan to study is the main duty of the Project, because there isa hope that people who were trained in Math act as a multiplier effect of theseknowledge around the country, and whom received training in theadministrative area could help to improve the collaboration and coordination
with PROMETAM, besides to facilitate the relationship between the Projectand Honduran counterparts.
a. Educative Administration GroupN°Charge
1
Departmental Director of Ocotepeque2

District Director of Danlí, El Paraíso

3

PFC Centers Coordinator in Güinope, El Paraíso

InstitutionHondurasEducation
Secretary
Honduras
Education
Secretary
UPNFM

b. Mathematics GroupN°Charge
1Math teachers

2

Math teachers

3Math teachers

4Math teachers

5Math teachers

6Math teachers

7Math teachers

8Math teachers

9Math teachers

Institution
Escuela Normal Mixta Matilde Suazo Córdova
Trujillo, Colón
Honduras Education Secretary
Escuela Normal Mixta Litoral TlánticoTela, Atlántida
Honduras Education Secretary
Escuela Normal Mixta de Olancho
Juticalpa, Olancho
Honduras Education Secretary
Escuela Normal de Occidente
La Esperanza, Intibucá
Honduras Education Secretary
Escuela Normal Mixta Justicia y LibertadGracias, Lempira
Honduras Education Secretary
Escuela Normal Mixta España
Danlí, El Paraíso
Honduras Education Secretary
Escuela Normal Mixta Migual Ángel Chinchilla
Nueva Ocotepeque, OcotepequeHonduras Education Secretary
Centro de Investigación e Innovación
Universidad Pedgógica Nacional Francisco Morazán
Tegucigalpa, Francisco Morazán
Universidad Pedgógica Nacional Francisco Morazán
Tegucigalpa, Francisco Morazán

N°Charge
10 Math teachers

Institution
Universidad Pedgógica Nacional Francisco Morazán
San Pedro Sula, Cortésc. Teacher Training GroupN°Charge1Coordinator of Continuous Teaching
Formation Program (PFC)
2
Executive Director of INICE
3
Associated Center Principal
La Esperanza, Intibucá

Institution

UPNFM
Tegucigalpa, Honduras
Honduras Education Secretary
FID Associated Center
La Esperanza, Intibucá
Honduras Education Secretary
The date of the trip (go and return) of the previous three groups was from June 12th toJuly 26th, 2004
d. Seminar of International Collaboration
Date
ChargeNovember 13 Sub-Secretaryof– December 9, Pedagogical Subjects
2005

Institution
Technical Honduras
Education
SecretaryVII. ABREVIATION
SE / Secretaría de Educación
INICE / Instituto Nacional de Investigación y Capacitación Educativa
UPNFM / Universidad Pedagógica Nacional Francisco Morazán
PFC / Programa de Formación Continua
FID / Formación Inicial de Docentes
CIIE / Centro de Innovación e Investigación Educativa
CAI / Centros Asociados al INICE o Ex Normales
LUIS LANDA / Programa Educativo Luis Landa de España
PROMETAM / Proyecto Mejoramiento en la Enseñanza Técnica en el Area deMatemáticas
Updated on December 6th, 2005