<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892022000100131</article-id>
<article-id pub-id-type="doi">10.24844/em3401.05</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Revisión de la literatura sobre evaluación de la formación continua de docentes en Matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Literature review on evaluation of in service teacher education in Mathematics]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oviedo Mandujano]]></surname>
<given-names><![CDATA[Angélica Fabiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lizárraga Juárez]]></surname>
<given-names><![CDATA[Arnoldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Baja California Departamento de Gestión Organizacional y Evaluación de la Calidad Oficina de Planeación y Desarrollo Institucional]]></institution>
<addr-line><![CDATA[Mexicali Baja California]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Baja California Facultad de Ciencias Humanas ]]></institution>
<addr-line><![CDATA[Mexicali Baja California]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>34</volume>
<numero>1</numero>
<fpage>131</fpage>
<lpage>156</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892022000100131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892022000100131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892022000100131&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este estudio fue analizar la evaluación de la formación continua de docentes de educación básica en el área de Matemáticas realizada a nivel internacional, de acuerdo con la producción científica publicada en el periodo 2005-2018 en cinco bases de datos especializadas. A través de una Revisión Sistemática de la Literatura se reportan los resultados del mapeo de la producción científica (año y lugar), las características de la formación evaluada (niveles educativos, modalidades, duración y temas), así como la identificación de los niveles de evaluación de la formación propuestos por Kirkpatrick y Kirkpatrick (2007). Al respecto, se encontró que la evaluación de la formación continua considera mayormente el grado de satisfacción de los docentes sobre la formación recibida y en menor medida se obtiene información sobre sus aplicaciones en la práctica pedagógica y su impacto en el aprendizaje de los estudiantes. Finalmente, se emiten conclusiones sobre la necesidad de acompañar los programas de formación continua de esquemas de evaluación que permitan incrementar sus probabilidades éxito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study aimed to analyze the evaluation of in-service education of K-12 teachers in the area of Mathematics carried out at an international level, according to the scientific literature published in five databases between the 2005-2018 period. Through a Systematic Literature Review we report the results of the scientific literature mapping (year and place), the characteristics of the assessed in-service education (educational levels, modalities, duration and topics), as well as the identification of Kirkpatrick &amp; Kirkpatrick&#8217;s (2007) training evaluation levels. In this regard, it was found that the evaluation of in-service education programs considers mostly the teachers&#8217; satisfaction level in regards to the training, and to a lesser extent information is obtained about its applications in pedagogical practice and its impact on student learning. Finally, conclusions are issued on the need to accompany in-service training programs with evaluation schemes that will increase their chances of success.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación continua]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
<kwd lng="en"><![CDATA[In service teacher education]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
</kwd-group>
</article-meta>
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