<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2708-0412</journal-id>
<journal-title><![CDATA[Revista científica en ciencias sociales]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. cient. cienc. soc.]]></abbrev-journal-title>
<issn>2708-0412</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Pacífico]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2708-04122026000100228</article-id>
<article-id pub-id-type="doi">10.53732/rccsociales/e8887</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Liderazgo docente y aprendizaje de las matemáticas: Una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher leadership and mathematics learning: A systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[Esteban]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Varela Lascano]]></surname>
<given-names><![CDATA[Darwin Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salas Heredia]]></surname>
<given-names><![CDATA[Diego Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortega Reyes]]></surname>
<given-names><![CDATA[Gloria Verenice]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jurado Soria]]></surname>
<given-names><![CDATA[Melani Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Investigador Independiente  ]]></institution>
<addr-line><![CDATA[Ambato ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Regional Amazónica Ikiam Grupo de investigación Bioeconomía y Biocomercio ]]></institution>
<addr-line><![CDATA[Tena ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Unidad Educativa Eloy Baquero Lugo  ]]></institution>
<addr-line><![CDATA[Tena ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Unidad Educativa Amazónica  ]]></institution>
<addr-line><![CDATA[Tena ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<volume>8</volume>
<fpage>228</fpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2708-04122026000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2708-04122026000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2708-04122026000100228&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El liderazgo docente en matemáticas representó una estrategia pedagógica clave para transformar las prácticas educativas tradicionales y mejorar los resultados de aprendizaje en educación secundaria y superior. El objetivo del presente estudio fue realizar una revisión sistemática de la literatura sobre las prácticas de liderazgo docente y su impacto en el aprendizaje matemático. Para ello, se aplicó el protocolo PRISMA, estableciendo criterios de inclusión centrados en artículos empíricos publicados entre 2018 y 2024 en las bases de datos Scopus y Web of Science. La muestra final incluyó 18 estudios realizados en diversos contextos internacionales, principalmente en Estados Unidos, Australia y Nueva Zelanda. El análisis consideró tanto los enfoques metodológicos como los factores motivacionales vinculados al ejercicio del liderazgo. Los hallazgos evidenciaron que las prácticas de liderazgo docente más eficaces son aquellas basadas en la colaboración profesional, la retroalimentación reflexiva, el uso de evidencia pedagógica y la construcción de comunidades de aprendizaje. Además, se destacó la influencia positiva de la autoeficacia docente y la satisfacción profesional. Se concluyó que el liderazgo docente en matemáticas no solo promovió la innovación metodológica, sino que también fortaleció la cultura escolar y el compromiso del profesorado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Teacher leadership in mathematics represented a key pedagogical strategy for transforming traditional educational practices and improving learning outcomes in secondary and higher education. The objective of this study was to conduct a systematic review of the literature on teacher leadership practices and their impact on mathematical learning. To this end, the PRISMA protocol was applied, establishing inclusion criteria focused on empirical articles published between 2018 and 2024 in the Scopus and Web of Science databases. The final sample included 18 studies conducted in various international contexts, mainly in the United States, Australia, and New Zealand. The analysis considered both methodological approaches and motivational factors linked to the exercise of leadership. The findings showed that the most effective teacher leadership practices are those based on professional collaboration, reflective feedback, the use of pedagogical evidence, and the construction of learning communities. In addition, the positive influence of teacher self-efficacy and professional satisfaction was highlighted. It was concluded that teacher leadership in mathematics not only promoted methodological innovation but also strengthened school culture and teacher commitment.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[liderazgo docente]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[leadership]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
</kwd-group>
</article-meta>
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