<?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>S2448-80892024000100155</article-id>
<article-id pub-id-type="doi">10.24844/em3601.06</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Características de la investigación sobre desarrollo profesional en educación matemática y su aproximación a los aprendizajes de los estudiantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Characteristics of research on professional development in mathematics education and its approach to student learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peri]]></surname>
<given-names><![CDATA[Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Zaccarelli]]></surname>
<given-names><![CDATA[Florencia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[ Santiago]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[ Santiago]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<fpage>155</fpage>
<lpage>186</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000100155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000100155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000100155&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje académico de estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional docente]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Educación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Profesores de matemática]]></kwd>
<kwd lng="en"><![CDATA[Student academic achievement]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[Mathe-matics teachers]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[Teacher education.]]></kwd>
</kwd-group>
</article-meta>
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