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.