Professional Development for K–12 Mathematics Teachers: A Systematic Literature Review of Technology, Pedagogy, and Equity
Bernard Justus Wekullo
Source abstract
This Systematic Literature Review (SLR) examined peer-reviewed journal articles published between 2009 and 2024 to explore the characteristics and emerging patterns of professional development (PD) programs targeting K–12 STEM teachers in the domains of Emerging Technologies, Mathematics Education, and Equity. The review focused on studies involving pre-service and in-service teachers (PSTs and ISTs), excluding dissertations, gray literature, and higher education contexts to ensure quality, relevance, and comparability across selected sources. A rigorous selection process prioritized articles from reputable journals that demonstrated credibility, factual grounding, and a strong focus on teacher professional growth. Articles were screened for content that addressed PD in relation to technological integration in mathematics and equity-focused initiatives. The findings revealed distinct trends in each area, including increased emphasis on technology-enabled instruction, evolving pedagogical practices in mathematics, and equity-driven frameworks aimed at inclusive education. Notably, the studies highlighted gaps in cross-cutting approaches that integrate all three areas holistically. Limitations include potential exclusion of relevant insights from non-journal sources and non-English publications. Future research should explore longitudinal impacts of integrated PD models and extend the scope to include diverse international settings, especially from the Global South, to enhance the global relevance and equity of STEM teacher PD.
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