The results show that teachers' performance in didactic-mathematic tasks improves substantially, thus improving their teaching performance. They also showed specific competences such as the ability to apply disciplinary knowledge, the ability to use different teaching strategies; ability to promote learning by problem-solving and the ability to use updated assessment methods. The project made possible to validate a strategy of lifelong improvement in mathematics, based on the professional competences of teachers and their didactic transposition in the classroom, as an alternative to consolidate learning in areas considered vulnerable in two regions the country.