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

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.