Abstract
Continuous training constitutes the fundamental axis of educational practice that allows you to acquire skills due to updating and innovation on pedagogical, didactic, curricular, and technological knowledge. This study aimed to analyze the continuous training of mathematics teachers and its relationship with pedagogical practice. The applied methodology was a non-experimental design with a mixed approach and a systematic literature review. Therefore, the techniques used were the survey and the focus group. A conventional population of teachers and vice-chancellors of the different educational units of Quevedo was selected as an object of study. According to the results in the last two years, the number of training carried out by teachers is negligible, ranging from 1 to 5. Consequently, the requirement of the courses is dissimilar.
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