A systematic review of primary school class teachers views of mathematics teaching and learning

Eunji Kim; Eetu Mallat; Jorma Joutsenlahti

doi:10.31129/LUMAT.11.2.2055

Authors

Eunji Kim Faculty of Education and Culture, Tampere University, Finland https://orcid.org/0000-0002-1064-4972
Eetu Mallat Faculty of Education and Culture, Tampere University, Finland https://orcid.org/0009-0007-6706-346X
Jorma Joutsenlahti Faculty of Education and Culture, Tampere University, Finland https://orcid.org/0000-0002-6043-5255

DOI:

https://doi.org/10.31129/LUMAT.11.2.2055

Keywords:

mathematics teaching, mathematics learning, view of mathematics, systematic review, PRISMA

Abstract

The current study aimed (1) to analyse teachers’ view profiles from positive to negative based on the analysis of influencing factors and (2) to investigate the most studied concepts and methods in this context. According to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines, we conducted a comprehensive review of 25 peer-reviewed articles published between January 2010 and December 2022. Our findings show a landscape in which concepts related to mathematics teaching and learning often intersect with other domains. Nevertheless, a distinction exists in the definition of the fundamental concept, with limited attention given to mathematics learning and the role of students in contrast to the focus on mathematics teaching and the role of teachers. Our research highlights the necessity of thorough exploration of the dynamic factors that influence these views and their associated outcomes, categorised as (A) mutual consistency, (B) weak consistency, and (C) inconsistency, each providing distinct implications for support needs. Additionally, from an ontological perspective on affect, many studies overlook the notion of 'view' as a state or trait characteristic, potentially leading to inappropriate method selection. Therefore, we propose recommendations for future research, advocating for methodological precision, expanded object exploration, dynamic profiling, and the inclusion of diverse teacher categories.

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