Teacher performance and the development of mathematical competencies in sixth-grade primary education

Abstract

The present study aimed to describe the correspondence between classroom teaching performance and the development of mathematical competencies among sixth-grade primary school students. A quantitative, observational, cross-sectional, and descriptive design was employed, involving a non-probabilistic sample of 13 teachers and 395 students from public primary schools in School District 095 in Tampico, Tamaulipas, Mexico. Both variables were assessed using structured observation instruments organized into four-level ordinal scales, aligned with national curricular standards. Data analysis was conducted using descriptive statistics, including frequencies, overall performance levels, and patterns of correspondence. The results indicated that teaching performance was predominantly concentrated at the “good” level, whereas students’ mathematical competencies were mostly classified at the “elementary” level. Although a descriptive trend of correspondence between the two variables was observed, the findings do not allow for the establishment of a statistical association or causal relationship. It is concluded that teaching performance represents a relevant component for understanding the development of mathematical competencies; however, the results should be interpreted with caution due to the methodological limitations of the study.