2026-04-13T07:01:22Zhttps://recercat.cat/oai/requestoai:recercat.cat:10256/264782025-02-28T00:55:03Zcom_2072_452955com_2072_2054col_2072_452961
RECERCAT
author
Alsina, Àngel
author
Pincheira Hauck, Nataly
author
Franco Seguí, Joan
2025-02-28T00:55:03Z
2025-02-28T00:55:03Z
2025-02-25
http://hdl.handle.net/10256/26478
We present a systematic review of the Web of Science and Scopus in order to identify the training methods that have been used in promoting the professional development of early childhood and primary school teachers to teach mathematics. Using the preferred reporting items for systematic reviews and meta-analyses method, 58 papers have been identified. Six training methods have been identified: reflection on teaching practice (41.4%), creating learning environments (27.6%), content instruction (15.5%), lesson study (10.4%) and, finally, inquiry-based learning (3.4%) and flipped classroom (1.7%). We also confirmed that different training methods focus on different variables and factors such as knowledge, attitudes, beliefs, motivation, creativity, teaching vision, noticing or others
Attribution 4.0 International (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess
Professors de matemàtica
Desenvolupament professional
Mathematics teachers
Career development
Professors de matemàtica -- Formació
Matemàtica -- Ensenyament -- Educació infantil (Primer cicle)
Mathematics -- Study and teaching -- Education (Early childhood)
Matemàtica -- Ensenyament -- Educació primària
Mathematics -- Study and teaching (Primary)
Mathematics teachers' professional development: A systematic review of training methods
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion peer-reviewed