Mathematical knowledge for teaching of future primary school teachers in numbers and operations: a systematic review

• André Joaquim ^[1] ; Ana Morais ^[1] ; Paula Catarino ^[1] ; Ana Paula Aires ^[1]
  1. [1] Universidade de Trás-os-Montes e Alto Douro

     Universidade de Trás-os-Montes e Alto Douro

     Vila Real (São Pedro), Portugal

     
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 56, Nº. 8, 2025, págs. 1438-1456
• Idioma: inglés
• DOI: 10.1080/0020739X.2025.2493957
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• Resumen

  • The issue of mathematical knowledge in teaching has been widely discussed over the years. In this study, we carried out a systematic review of the literature with the aim of understanding, quantitatively and qualitatively, the studies developed related to the mathematical knowledge necessary for the teaching of Mathematics, with a focus on Numbers and Operations, especially aimed at the Initial Training of Primary School Teachers. In terms of methodology, the study was based on the PRISMA 2020 model, whose procedures were used to select the studies included in this literature review. The results show that from 2018 to 2023, there has been an increase in the number of studies on mathematical knowledge related to pedagogical content knowledge and curriculum knowledge, but there is a lack of studies on mathematical knowledge specifically addressing the topic of Numbers and Operations. Therefore, it is crucial to develop more studies in this area to strengthen mathematical knowledge in initial teacher education. This literature review contributes to the advancement of empirical studies on mathematical knowledge in Numbers and Operations and provides an empirical framework of relevant studies for future research in this area.