Abstract This study examines stoichiometry teaching practices through a systematic review of the literature, focusing on the use of didactic models at different educational levels during the 21 st century. Stoichiometry, as a fundamental topic in chemistry teaching, presents significant challenges due to the need for students to connect macroscopic, submicroscopic and symbolic representations, as well as to integrate mathematical knowledge. The review, conducted under the PRISMA methodology, analyzed 25 articles indexed in Web of Science and Scopus. The results show a clear predominance of constructivist teaching models (76%), which promote student-centered approaches such as inquiry-based learning, problem solving and the use of digital tools. Other models, such as transmission and conditioning, are less represented. Geographically, research is concentrated in developed countries, with prominent contributions from Indonesia among developing countries. Methodologically, qualitative and empirical studies predominate, reflecting a practical approach to research. The findings underscore the importance of aligning teaching strategies with constructivist principles to close gaps in classroom practices. In addition, they highlight the need to strengthen teacher training in the integration of levels of chemical representation and interdisciplinary connections. This study contributes to the advancement of pedagogical frameworks in chemistry teaching, particularly in stoichiometry.
Paredes-Turra et al. (Mon,) studied this question.