Mathematics Teacher Education and Development

About the Journal

Mathematics Teacher Education and Development (MTED) is an official journal of the Mathematics Education Research Group of Australasia, Inc. (MERGA), is an international refereed journal that provides a stimulating collection of articles with a focus on mathematics teacher education. MTED is an open access publication.

Announcements

MTED will re-open for new submissions end of January 2027

2026-08-26

MTED submission system and website are undergoing maintenance with temporary interruption in accepting new submissions.

Current Issue

Vol. 28 No. 2 (2026)

Vol. 28 No. 3 (2026): Special Issue: Mathematics Teacher Educators

Published: 2026-09-18

Articles

Exploring ChatGPT as a Scaffolding Tool for Posing Mathematical Problems: Insights from Primary Pre-service Teachers

Baharullah, Sriyanti Mustafa, Sitti Fithriani Saleh, Sri Rahayuningsih, Muhammad Gazali

Article 1
- PDF
K–8 Pre-service Teachers’ Evaluation of Existing Geometry Activities That Utilise a Technological Resource

Monte Meyerink, Fenqjen Luo

Article 2
- PDF
Addressing Sustainability in Initial Mathematics Teacher Education

Constantinos Xenofontos, Aleksandra Khara Fadum, Trude Sundtjønn

Article 3
- PDF
Pre-service Teachers’ Conceptions of Mathematical Promise: A Systematic Review

Miranda Rampe, Eva-Lena Erixon, Kristina Juter

Article 4
- PDF
Teacher Beliefs about Constructivist and Instrumentalist Approaches to Mathematics Teaching: An Exploratory Case Study

Deanna Russo, Melissa Fanshawe, Monique Mandarakas

Article 5
- PDF
Assessing Geometric Proof Skills: Instrument Validation Through Reliability and Factor Analysis

Lathiful Anwar, Cholis Sa'dijah, Tomi Listiawan

Article 6
- PDF
Teacher Noticing: Attending To and Interpreting Students’ Mathematical Fluency Through Written and Oral Representations

Katherin Cartwright

Article 7
- PDF

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Mathematics Teacher Education and Development

About the Journal

Announcements

MTED will re-open for new submissions end of January 2027

Current Issue

Articles

Exploring ChatGPT as a Scaffolding Tool for Posing Mathematical Problems: Insights from Primary Pre-service Teachers

K–8 Pre-service Teachers’ Evaluation of Existing Geometry Activities That Utilise a Technological Resource

Addressing Sustainability in Initial Mathematics Teacher Education

Pre-service Teachers’ Conceptions of Mathematical Promise: A Systematic Review

Teacher Beliefs about Constructivist and Instrumentalist Approaches to Mathematics Teaching: An Exploratory Case Study

Assessing Geometric Proof Skills: Instrument Validation Through Reliability and Factor Analysis

Teacher Noticing: Attending To and Interpreting Students’ Mathematical Fluency Through Written and Oral Representations

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