This article is the result of a research aimed at analyzing the curricula content of math programs from first to sixth grade of primary education in general basic education, based on the results obtained in international tests administered in 2017. The scope of this research included senior and high school students of the Demostenes Arosemena Normal School, Universidad de Panama freshmen, seventh graders and full-time teachers; all of them from the Province of Veraguas. We used a descriptive-qualitative methodology, conducting a comparative study between our math curriculum and that of five Latin American countries and Japan, in addition to tests administered to students and teachers. The results evidenced a low mastery level in fundamental topics related to the primary level math curriculum. The study also showed that the curricula of Chile, Mexico, Costa Rica, Guatemala, Honduras; countries that got a better performance than ours in the TERCE test - have a curricular unity and coherence; while Panama has a math curriculum with a different distribution, this fact is considered of utmost important in this research.
