| Sumario: | This research study focuses on the professional development of mathematics teachers in Luanda, Angola, addressing limitations in the teaching of geometry. The author, Maquiesse Pembele, outlines a system for enhancing teaching practices through theoretical and practical methodologies, including action research and pedagogical theories. The study emphasizes the importance of continuous teacher education to adapt to modern educational demands and improve student learning outcomes. It provides a detailed examination of the historical and current landscape of mathematics education in Angola, proposing a structured approach for teacher training that considers the diverse professional backgrounds of educators. This work is aimed at educational researchers, policymakers, and mathematics educators seeking to improve educational practices.
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