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<p>This article synthesizes over ten years of research and development on the Activating Problem Solving in Classrooms (ARPA) professional development program for mathematics teachers in Chile. Drawing on 43 peer-reviewed studies, it examines ARPA’s conceptual foundations, program design, and implementation. The studies map four interconnected elements: PD contextual design, teacher development processes, facilitator roles, and student learning. Early work emphasized program design, while later research explored interactions between the four elements. The synthesis shows how ARPA fosters a practice-based model centered on student learning and teacher reflective practice, offering insights into teachers’ beliefs, discourse, instructional practices, decision-making, and knowledge development, as well as students’ cognitive and affective growth. It highlights the evolving role of facilitators, whose work demands adaptability and transformation. Despite positive outcomes, notable gaps remain: limited research on students’ active roles in PD, and insufficient focus on school leadership and contextual constraints. These findings underscore the complexity of teacher change and the need for sustained, flexible, and context-sensitive PD. Positioned within the Latin American context, this synthesis informs broader debates on designing and sustaining impactful PD initiatives.</p>

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The ARPA initiative: a decade of research and development in mathematics education

  • 期刊论文

  • 发表日期：

    2025年9月9日

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  • Farzaneh Saadati,
  • Armando Peri,
  • Patricio Felmer

摘要

This article synthesizes over ten years of research and development on the Activating Problem Solving in Classrooms (ARPA) professional development program for mathematics teachers in Chile. Drawing on 43 peer-reviewed studies, it examines ARPA’s conceptual foundations, program design, and implementation. The studies map four interconnected elements: PD contextual design, teacher development processes, facilitator roles, and student learning. Early work emphasized program design, while later research explored interactions between the four elements. The synthesis shows how ARPA fosters a practice-based model centered on student learning and teacher reflective practice, offering insights into teachers’ beliefs, discourse, instructional practices, decision-making, and knowledge development, as well as students’ cognitive and affective growth. It highlights the evolving role of facilitators, whose work demands adaptability and transformation. Despite positive outcomes, notable gaps remain: limited research on students’ active roles in PD, and insufficient focus on school leadership and contextual constraints. These findings underscore the complexity of teacher change and the need for sustained, flexible, and context-sensitive PD. Positioned within the Latin American context, this synthesis informs broader debates on designing and sustaining impactful PD initiatives.