The present doctoral dissertation will consist of designing a proposal for teaching strategies to address cognitive barriers in the teaching of mathematics, defining the implementation plan for the Faculty of Educational Sciences, Bachelor of Primary Education, of the University of Panama, year 2024. Regarding the methodology, it is based on the quantitative positivist analytical empirical approach, inductive logical method, projective, descriptive, field Taype. The transnational non-experimental design of exploratory and explanatory scope. The population under study will be made up of teachers and students of the faculty under study. Regarding data collection techniques, direct observation, documentary review and survey will be used. As instruments, two (2) questionnaires with Likert scaling, aimed at teachers and students, respectively. Validation through expert judgment. Reliability using Cronbach's Alpha statistical test. For the analysis of results, the SPSS Statistics V.17 program for Windows will be used and a descriptive analysis based on percentage interpretation will be used. As conclusions, it is estimated to diagnose the teaching strategies used by the teacher, characterize the practice of the teacher and student, identify the cognitive barriers that students face in the mathematics learning process, based on the results, prepare the proposal, the plan implementation and validation by specialists.