Moore, SchontalGeorge, LoisDwyer, Deidrea2025-07-072025-07-072025-06https://hdl.handle.net/11599/5732The Advancing Caribbean Teachers (ACT) in Mathematics Education project, led by the Commonwealth of Learning (COL) in collaboration with Ministries of Education in St. Kitts and Nevis, St. Vincent and the Grenadines, and Saint Lucia, tackled persistent challenges in primary and lower secondary mathematics performance. Through a blended case study approach, combining face-to-face workshops, virtual learning, and Communities of Practice, the initiative enhanced teacher capacity in conceptual understanding, gender-responsive pedagogy, and technology integration. Grounded in Constructivist, Situated Learning, and Pedagogical Content Knowledge (PCK) theories, the project emphasized the Concrete-Pictorial-Abstract (CPA) model and inclusive instructional strategies. Stakeholders, including principals, teacher educators, and Ministry of Education officials, highlighted a need for systemic support and structured instructional leadership to sustain impact. Teachers reported greater confidence and improved classroom practices. The ACT model presents a scalable and context-responsive framework for foundational learning reform in small states, aligning with Sustainable Development Goal 4 and regional education priorities.enhttps://creativecommons.org/licenses/by-sa/4.0/Science, Technology, Engineering and Mathematics (STEM)Professional DevelopmentTeacher EducationGenderInclusive EducationSmall Island Developing States (SIDS)Community of PracticeReport