Características de la investigación sobre desarrollo profesional en educación matemática y su aproximación a los aprendizajes de los estudiantes

• Armando Peri ^[1] ; Florencia Gómez Zaccarelli ^[1]
  1. [1] Pontificia Universidad Católica de Chile

     Pontificia Universidad Católica de Chile

     Santiago, Chile

     
• Localización: Educación matemática, ISSN-e 0187-8298, ISSN 1665-5826, Vol. 36, Nº. 1, 2024, págs. 157-188
• Idioma: español
• DOI: 10.24844/EM3601.06
• Títulos paralelos:
  • Characteristics of research on professional development in mathematics education and its approach to student learning
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este estudio reporta una revisión sistemática de la literatura sobre programas de Desarrollo Profesional Docente (DPD) en Educación Matemática, enfocada en la aproximación que toman hacia los aprendizajes de los estudiantes. Para ello, se revisaron 35 artículos publicados entre 2008 y 2020 indexados en las bases de datos de WoS y Scopus. Los artículos fueron organizados según el tipo y forma de DPD analizado y, se identificó, en lo específico, su diseño, objetivos e instrumentos de investigación. Como principal resultado, 29 de los 35 artículos revisados declaran alguna mejoría en los aprendizajes de los estudiantes luego de que los docentes participaran de un programa de DPD en matemática. Destaca que solo en menos de la mitad de ellos los aprendizajes de los estudiantes eran declarados objetivo de estudio.

  • English

    This study presents a systematic literature review on Teacher Professional Development (TPD) programs in Mathematics Education, focused on their approach towards student learning. For this purpose, 35 articles published between 2008 and 2020 and indexed in WoS and Scopus databases were reviewed. The articles were organized according to the type and form of TPD analyzed, and their specific design, objectives, and research instruments were identified. As the main result, 29 out of the 35 reviewed articles reported some improvement in student learning after teachers participated in a TPD program in mathematics. It is noteworthy that less than half of these studies declared student learning achievements as the main objective of their research.

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