Numerous studies, including the well-known PISA surveys, confirm that French students present significant difficulties in mathematics (OECD, 2010, 2014 and 2015). This skills gap, as has been recognized by several observers, can have a negative impact on the human, social and economic development of a territory (CE, 2011). The problem is even more concerning in the French West Indies, where learning difficulties are linked to an educational ecosystem that is a victim of a colonial heritage and a peripheral position that has not allowed development adapted to the local specificities of the educational structures and resources available (Alì, 2017 and 2019), especially in the strategic area of STEM (science, technology, engineering, and mathematics. Roberts and de Oliveira, 2015; MENESRI, 2019). Pending a national plan dedicated to the problems of the "overseas school", the Academies have put in place local measures to improve student performance, particularly in the so-called "fundamental" areas, including mathematics. Since 2013, the Academy of Martinique has deployed its Math Plan. One of its aims is to provide teachers in Cycles 1, 2 and 3 with training and dissemination of teaching resources.