Between Mathematical Training and Professional Reality in Panama’s Mathematics Degree Programs

Abstract

Mathematics education in Panama faces a growing tension between the academic rigor of university training and the professional reality encountered by graduates. Although the University of Panama maintains formal and well-structured curricula in both the Bachelor’s Degree in Mathematics and the Bachelor’s Degree in Mathematics Education, evidence points to persistent problems of student dropout, extended academic trajectories, and a low recent output of graduates. Most graduates are absorbed almost exclusively into the educational sector, which contrasts with the diversity of professional pathways outlined in the curriculum. Factors such as weaknesses in prior mathematical preparation, socioeconomic difficulties, and a demanding academic transition without sufficient support negatively affect student retention. This situation undermines the development of strategic human capital for the country and highlights the need for educational policies that balance rigor with institutional support. Strengthening these degree programs is therefore not only a university-level challenge, but a priority for Panama’s scientific, educational, and productive development.