Mathematics teachers’ professional development: A systematic review of training methods

Ángel Alsina; Nataly Pincheira; Joan Franco

doi:10.29333/ejmste/16041

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Ángel Alsina ¹ ^* , Nataly Pincheira ¹ , Joan Franco ¹

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¹ Department of Subject-Specific Didactics, University of Girona, Girona, SPAIN^* Corresponding Author

Abstract

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.

Keywords

mathematics teachers
professional development
training methods
systematic review

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 3, March 2025, Article No: em2595

https://doi.org/10.29333/ejmste/16041

Publication date: 01 Mar 2025

Online publication date: 25 Feb 2025

Article Views: 367

Article Downloads: 167

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How to cite this article

APA

Alsina, Á., Pincheira, N., & Franco, J. (2025). Mathematics teachers’ professional development: A systematic review of training methods. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2595. https://doi.org/10.29333/ejmste/16041

Vancouver

Alsina Á, Pincheira N, Franco J. Mathematics teachers’ professional development: A systematic review of training methods. EURASIA J Math Sci Tech Ed. 2025;21(3):em2595. https://doi.org/10.29333/ejmste/16041

AMA

Alsina Á, Pincheira N, Franco J. Mathematics teachers’ professional development: A systematic review of training methods. EURASIA J Math Sci Tech Ed. 2025;21(3), em2595. https://doi.org/10.29333/ejmste/16041

Chicago

Alsina, Ángel, Nataly Pincheira, and Joan Franco. "Mathematics teachers’ professional development: A systematic review of training methods". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 3 (2025): em2595. https://doi.org/10.29333/ejmste/16041

Harvard

Alsina, Á., Pincheira, N., and Franco, J. (2025). Mathematics teachers’ professional development: A systematic review of training methods. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2595. https://doi.org/10.29333/ejmste/16041

MLA

Alsina, Ángel et al. "Mathematics teachers’ professional development: A systematic review of training methods". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 3, 2025, em2595. https://doi.org/10.29333/ejmste/16041