School management in the achievement of mathematical learning: systematic review

Abstract

The school management process presents challenges related to pedagogical factors, such as inadequate teacher training in learning strategies, and contextual factors in which teaching is not adapted to each student's needs. In response to these challenges, a literature review was conducted to determine how school management influences mathematical learning achievement. Specifically, the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology was applied, with information obtained from databases such as SciELO, Scopus, ERIC, and Dialnet. From a total of 595 articles, twenty-two scientific articles published in the last five years were selected. The review found that school management involves factors such as continuous teacher training, strategic planning, and the use of educational technologies, all of which contribute significantly to student performance in mathematics. These findings support the conclusion that school management is essential for closing learning gaps and promoting equitable mathematics learning that is adaptable to different realities.