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 maintanance with temporary interruption in accepting new submissions.

Current Issue

Vol. 28 No. 1 (2026)

Published: 2026-03-06

Articles

Profiles of Pre-service Secondary Mathematics Teachers’ Self-perceptions of Professional Competencies and the Opportunities for Development

Maria Martínez Videla, Josefa Perdomo-Diaz, Valentina Giaconi, Felipe Ruz

Article 1
- PDF
Decision-making Skills of Prospective Mathematics Teachers in Designing Numeracy Tasks: A Study of Medium Level Pedagogical Content Knowledge

Nurcholif Diah Sri Lestari, Suwarno Suwarno, Didik Sugeng Pambudi, Dian Kurniati, Wasilatul Murtafiah

Article 2
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Supporting Teachers to Foster Students’ Interest in Mathematics Through Flexibly Delivered Teacher Professional Learning

Laura Tuohilampi, Scarlett Li-Williams, Samantha Gooch, Andrea English

Article 3
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Secondary Mathematics Teachers’ Professional Identity: Systematic Literature Review

Sabrina Syed, Claire Bates, Elena Prieto-Rodriguez, Susan Ledger

Article 4
- PDF
More than Fun and Games: Teaching Mathematics through Games

Michele Klooger

Article 5
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Understanding Mathematical Literacy Across Career Stages: Insights from Pre-service and In-service Teachers

Kurnia Putri Sepdikasari Dirgantoro, Al Jupri, Jarnawi Afgani Dahlan

Article 6
- PDF
The Supply of Secondary Mathematics Teachers in Ireland: Insights from the Consecutive Initial Teacher Education Route

Mark Prendergast, Aoibhinn Ní Shúilleabháin, Thomas Delahunty , Máire Ní Ríordáin , Aoife O'Brien

Article 7
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Story-problems and Universal Design for Learning for Inclusive and Accessible Mathematics Education: A Study of Italian Preservice Special Education Teachers

Umberto Dello Iacono, Angela Vivarelli

Article 8
- PDF

Illustrations of Practice

Using reasoning-and-proving Cycles to Foster Teacher Development in Argumentation and Proof: An Illustration of Practice

Gabriel Chun-Yeung Lee

IoP Article 1
- PDF

View All Issues

Mathematics Teacher Education and Development

About the Journal

Announcements

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

Current Issue

Articles

Profiles of Pre-service Secondary Mathematics Teachers’ Self-perceptions of Professional Competencies and the Opportunities for Development

Decision-making Skills of Prospective Mathematics Teachers in Designing Numeracy Tasks: A Study of Medium Level Pedagogical Content Knowledge

Supporting Teachers to Foster Students’ Interest in Mathematics Through Flexibly Delivered Teacher Professional Learning

Secondary Mathematics Teachers’ Professional Identity: Systematic Literature Review

More than Fun and Games: Teaching Mathematics through Games

Understanding Mathematical Literacy Across Career Stages: Insights from Pre-service and In-service Teachers

The Supply of Secondary Mathematics Teachers in Ireland: Insights from the Consecutive Initial Teacher Education Route

Story-problems and Universal Design for Learning for Inclusive and Accessible Mathematics Education: A Study of Italian Preservice Special Education Teachers

Illustrations of Practice

Using reasoning-and-proving Cycles to Foster Teacher Development in Argumentation and Proof: An Illustration of Practice

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