The formation of mathematical competence in Mathematics teachers: pedagogical trends and models

Abstract

Mathematical competence is key to lifelong learning and essential in the initial training of mathematics teachers, although debates persist regarding its foundations. Therefore, this study focuses on analyzing trends, models, and didactic proposals for its development. Through a systematic review using PRISMA 2020 in Scopus, Web of Science, SciELO, and Dialnet, 230 records were identified. After screening, 64 studies were analyzed, considering cognitive, metacognitive, axiological, and didactic dimensions. The results demonstrate that mathematical competence is multidimensional, and the strategies with the strongest empirical support were: problem-solving, mathematical modeling, lesson study, practice analysis, task design, and the pedagogical use of digital technologies. Among the study's limitations, it is acknowledged that the review was restricted to publications in Spanish and English and to four databases, which affects the representativeness of some contexts. It is concluded that the development of this competence requires integrating knowledge, self-regulation, attitudes and teaching abilities through systematic training processes, supported by favorable curricular and institutional conditions.