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Education Sciences
Special Issues
Different Approaches in Mathematics Teacher Education
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Different Approaches in Mathematics Teacher Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 30 August 2025 | Viewed by 1515

Special Issue Editors

Prof. Dr. Salvador Llinares

E-Mail Website
Guest Editor
Department of Innovation and Didactic Training, University of Alicante, 03690 San Vicente del Raspeig, Spain
Interests: preservice mathematics teacher and teacher’s learning; mathematics teaching; specific professional practices; mathematics teacher education context; teaching competence
Dr. Alessandro Jacques Ribeiro

E-Mail Website
Guest Editor
Center for Mathematics, Computing and Cognition, Universidade Federal do ABC (UFABC), Santo André, SP, Brasil
Interests: preservice and in-service mathematics teacher education; teacher and teacher educator’s learning; mathematics teaching

Special Issue Information

Dear Colleagues,

This Special Issue focuses on different approaches to mathematics teacher education. Specifically, it focuses on participants and key actors (preservice and in-service teachers and mathematics teacher educators), different institutional contexts and learning and development processes.

Mathematical knowledge for teaching, specific professional practices in mathematics teaching and mathematics teacher educators’ knowledge and learning are issues of prominence in research and relevant to our understanding of mathematics teacher education in different contexts.  Furthermore, issues about the assessment of learning and teaching competence development in relation to different institutional contexts throughout the world are of great importance. Additionally, we must address issues related to mathematics teacher educators’ learning and development. We also consider the attitudinal dimensions of key actors in these processes. Other issues are the development of different theoretical approaches with specific tasks in mathematics teacher education programs, and different methodological approaches.

To these ends, this Special Issue welcomes articles examining topics such as the following:

  • Preservice mathematics teachers’ learning;
  • Preservice mathematics teachers’ knowledge and practice;
  • Preservice and in-service mathematics teachers’ specific professional practice development;
  • Mathematics teacher professional development;
  • Representations of practice  to support mathematics teachers’ learning;
  • Mathematics teacher educators’ knowledge, learning, practices and development;
  • Digital technology integration in mathematics teacher education;
  • Technology and mathematics teacher education;
  • Collaboration among mathematics teacher educators, mathematics teachers and researchers;
  • Methodological approaches in mathematics teacher education;
  • Tools for supporting preservice mathematics teacher-specific professional practices;
  • Relationships between the discipline of mathematics and the mathematical knowledge of teachers;
  • Mathematics teacher education and inclusive mathematics education;
  • Equity, inclusion and diversity in mathematics teacher education;
  • Field-based mathematics teacher preparation programs;
  • Lesson study.

Prof. Dr. Salvador Llinares
Dr. Alessandro Jacques Ribeiro
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • mathematics teacher education
  • mathematics teacher learning
  • specific professional practices
  • mathematics teacher knowledge
  • mathematics teacher educator
  • representations of practice
  • practice-based teacher education
  • teacher noticing
  • field-based teacher preparation program

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (3 papers)

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Research

20 pages, 1139 KiB  
Article
Levels of Complexity in Mathematics Teachers’ Knowledge Connections: An Approach Based on MTSK and Piaget’s Schemas
by Estela Juárez-Ruiz, Eric Flores-Medrano, Keylla Otero-Valega and Lina Tascón-Cardona
Educ. Sci. 2025, 15(6), 641; https://doi.org/10.3390/educsci15060641 - 22 May 2025
Viewed by 134
Abstract
This paper presents a study whose aim was to formulate a conceptual framework that allows us to understand the degree of complexity of the connections between the knowledge that a mathematics teacher can possess, based on the model of the mathematics teacher’s specialized [...] Read more.
This paper presents a study whose aim was to formulate a conceptual framework that allows us to understand the degree of complexity of the connections between the knowledge that a mathematics teacher can possess, based on the model of the mathematics teacher’s specialized knowledge model and the Piaget’s schemas. To this end, a literature review was carried out to analyze how these connections are made in the minds of mathematics teachers and how complex they are, identifying a deficit. Therefore, the schema structure proposed by Piaget, with its three stages of intra-, inter-, and trans-development, was considered. Based on an instrumental case study with two prospective teachers, an analysis was performed on semi-structured interviews conducted while the teachers separately discussed a lesson plan based on the understanding of multiplication and division of natural numbers, aimed at third-grade students. The results show that three types of knowledge schemas emerged among the participating teachers, with the respective types of connections between the knowledge. This shows that the connections between the knowledge of the model in teachers’ minds can vary in complexity. Full article
(This article belongs to the Special Issue Different Approaches in Mathematics Teacher Education)
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20 pages, 998 KiB  
Article
Influence of Professional Materials on the Decision-Making of Preservice Secondary Teachers When Noticing Students’ Mathematical Thinking
by Mar Moreno, Gloria Sánchez-Matamoros and Julia Valls
Educ. Sci. 2025, 15(4), 418; https://doi.org/10.3390/educsci15040418 - 26 Mar 2025
Viewed by 225
Abstract
This research aims to investigate the impact of professional materials’ interpretation on the decision-making of preservice secondary teachers when analyzing the mathematical thinking of a 15–16-year-old high school student engaged in arithmetic problem-solving. Our conceptual framework considers the model of curricular noticing and [...] Read more.
This research aims to investigate the impact of professional materials’ interpretation on the decision-making of preservice secondary teachers when analyzing the mathematical thinking of a 15–16-year-old high school student engaged in arithmetic problem-solving. Our conceptual framework considers the model of curricular noticing and the specific model of noticing students’ mathematical thinking, establishing connections between both. The participants were 20 preservice teachers taking part in a training program in two Spanish universities. They were grouped randomly into five groups. The data were preservice secondary teachers’ written responses to a professional task of noticing students’ mathematical thinking by solving two arithmetic problems. A qualitative analysis was carried out considering the skills that make up the theoretical models considered. Findings show that the various interpretations made by the preservice secondary teachers of the professional materials gave rise to different interpretations of the secondary school student’s error and this led them to propose different instructional responses. There were two groups focused on a relational interpretation and three focused on a procedural interpretation (and response). We conclude that the way in which secondary school student teachers begin to make sense of professional materials is influenced by their experiences, background, and beliefs about mathematics teaching. Full article
(This article belongs to the Special Issue Different Approaches in Mathematics Teacher Education)
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18 pages, 1447 KiB  
Article
Introducing Exploratory Teaching in Preservice Teacher Education Through Lesson Study
by Nicole Duarte, João Pedro da Ponte and Filipa Faria
Educ. Sci. 2025, 15(3), 315; https://doi.org/10.3390/educsci15030315 - 4 Mar 2025
Cited by 1 | Viewed by 597
Abstract
In exploratory teaching, the pupils learn from their work on tasks that aim to introduce new concepts, procedures, representations and mathematical ideas. Lesson study, with its focus on teachers’ collaborative and reflective work around issues of pupil learning, is a powerful formative process [...] Read more.
In exploratory teaching, the pupils learn from their work on tasks that aim to introduce new concepts, procedures, representations and mathematical ideas. Lesson study, with its focus on teachers’ collaborative and reflective work around issues of pupil learning, is a powerful formative process that may be used in preservice teacher education, sustaining an exploratory teaching approach. In this article, we present a lesson study experience in preservice teacher education, addressing the case of a preservice teacher who is preparing to teach in grades 1–6. Our aim is to identify what key aspects of knowledge of teaching practice does the preservice teacher use when preparing and leading an exploratory lesson during her participation in a lesson study. Our methodology is qualitative, with data collected from the lesson study sessions and the collection of documents produced during the lesson study work, and the data are analysed using a model that presents the key aspects of knowledge of teaching practice. The results show that the structure and the activities carried out in the lesson study, such as designing the lesson, selecting the task and anticipating questions to be posed to pupils, promoted the use of the preservice teacher’s didactic knowledge regarding the phases of an exploratory lesson. Full article
(This article belongs to the Special Issue Different Approaches in Mathematics Teacher Education)
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