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

Authors

Abstract

Pre-service teachers’ (PSTs) conceptions of mathematics teaching are reflected in their instructional practices. Understanding what PSTs consider to be mathematical promise can help teacher educators design courses that address these conceptions. This systematic literature review examines PSTs’ conceptions of mathematically promising students (MPS) and the factors that influence these conceptions. The review follows a structured process consisting of literature search, selection, data extraction, analysis, and synthesis. The findings revealed that PSTs hold diverse conceptions about the characteristics of MPS and educational provisions for them. PSTs describe mathematical promise as both innate and developmental, encompassing cognitive, affective, and social dimensions. They emphasise the need for challenge and a supportive learning environment to foster the development of students’ mathematical potential and stress the importance of teachers having a facilitative role. The review also underscores the influence of teacher education on shaping PSTs’ conceptions, although personal school experiences and media portrayals of mathematical promise can also have an impact.

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2026-10-07

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Vol. 28 No. 2 (2026)

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Articles