Scientific Publications (2013–2022) from the Perspective of Historical-Cultural Theory that address the continuing education of mathematics teachers

Scientific Publications (2013–2022) from the Perspective of Historical-Cultural Theory that address the continuing education of mathematics teachers

Authors

  • Cláudia Helena Vieira Freitas Universidade Federal de Uberlândia
  • Fabiana Fiorezi de Marco Universidade Federal de Uberlândia

DOI:

https://doi.org/10.34179/revisem.v11i1.22530

Abstract

The overall objective of this study was to investigate what academic research from 2013 to 2022 reveals regarding the continuing education of mathematics teachers, based on the Historical- Cultural Theory (HCT). The research was developed using a Systematic Literature Review (SLR) approach, utilizing the academic search engine – BUSCad version 2.8.1, based on the establishment of descriptors by a larger research group, in the Capes and Brazilian Digital Library of Theses and Dissertations platforms, finding 330 productions based on the Historical-Cultural Theory. Our focus was on the continuing education of mathematics teachers. 76 productions were identified. It became noticeable that the vast majority of studies on continuing education based on the HCT concentrate on Early Childhood Education and the Initial Years of Elementary School, pointing to gaps in studies in content/themes related to Secondary and Higher Education.

Keywords: Continuing Education of Teachers, Historical-Cultural Theory, Mathematics Teachers.

Downloads

Download data is not yet available.

Downloads

Published

2026-04-06

How to Cite

Vieira Freitas, C. H., & de Marco, F. F. (2026). Scientific Publications (2013–2022) from the Perspective of Historical-Cultural Theory that address the continuing education of mathematics teachers. Revista Sergipana De Matemática E Educação Matemática, 11(1), 1–21. https://doi.org/10.34179/revisem.v11i1.22530

Issue

Vol. 11 No. 1 (2026): Revista Sergipana de Matemática e Educação Matemática

Section

Mathematics Education

License

Copyright (c) 2026 Cláudia Helena Vieira Freitas, Fabiana Fiorezi de Marco

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License

All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC-BY 4.0) license. This means that anyone can copy, distribute, remix, adapt, and use the articles for any purpose, including commercial use, as long as proper attribution is provided to the authors and the journal. For more information about this license, visit: https://creativecommons.org/licenses/by/4.0/