This study evaluates the quality of mathematics instruction in fifth grade in El Salvador and its relationship with students’ academic performance. Twenty videotaped classes were analyzed using the Mathematical Quality of Instruction (MQI) framework, and a test was administered to 335 students to assess the cognitive domains of knowledge, application, and reasoning. The results show that most of the MQI items were rated as ‘Not Present’ or ‘Low’ level, suggesting that the quality of instruction needs improvement. In addition, it was found that greater richness in mathematics instruction decreases students’ ability to apply knowledge and solve problems. This result, contrary to expectations, is attributed to the lack of active participation of students in the learning process and the atypical development of the classes due to the fact that teachers were aware of being observed.
CRUZ et al. (2025) studied this question.