Mathematics Teacher Education and Development

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

Maria Martínez Videla — 2026-03-06

The study reported in this article examined pre-service secondary mathematics teachers' perceptions about the development of their professional competencies and the opportunities offered by their university teacher education program to develop these competencies. Three competence components are considered: mathematical competencies, competencies for teaching mathematics, and pedagogical competencies. The research was conducted at a recently established public university, with a questionnaire designed based on the professional competencies stated in its Mathematics Teacher Education Program. Participants were 78 pre-service teachers from different academic years. Most participants perceived that they reached a medium or high level of development of their competencies and that the program offered them several or many opportunities for such development. A cluster analysis identified three profiles characterised by high (41%), medium (41%) and low (18%) levels of perceived competence development and opportunities. Bivariate analysis showed significant relationships among these profiles, the number of completed study years, and the participants' levels of academic commitment. The implications for evaluating pre-service teacher education programs, the study's limitations and directions for future research are discussed.

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

Nurcholif Diah Sri Lestari — 2026-03-06

Designing effective, contextual, and meaningful numeracy tasks requires prospective teachers to integrate their pedagogical content knowledge (PCK) with robust decision-making skills. This study aimed to explore the decision-making skills of three prospective mathematics teachers with medium-level PCK. They were purposively selected from thirty-one participants based on an initial numeracy task assessment. The analysis intentionally focused on those with medium-level PCK, as it represents a critical transitional level. After completing the task design, in-depth interviews were conducted, and data validity was ensured through member checking. The findings indicate that the participants' decision-making processes contained notable gaps in several parts of task design. The prospective teachers tended to overlook critical task details, focusing mainly on numeracy aspects while neglecting key components of PCK. Their task designs were generally limited to application-level word problems adapted from textbooks by merely altering the context and lacked opportunities for reasoning and creative thinking. They also determined task difficulty based on personal assumptions rather than students' learning needs. These findings underscore the importance of enhancing teacher education curricula by incorporating learning models that foster PCK-based decision-making skills, thereby supporting the holistic professional development of prospective mathematics teachers.

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

Laura Tuohilampi — 2026-03-06

This study reports on a 10-week professional learning course for teachers of mathematics in an Australian school, designed to address persistent student disengagement in mathematics. Prior research has identified task design and pedagogical strategies that can foster student interest. To support teachers’ adopting these strategies, an integrated and flexible hybrid course was piloted, which allowed teachers to choose both the depth of their engagement and the content they wished to emphasise, based on their individual professional learning needs. Data were collected from teachers’ interactions with the course and analysed using inductive thematic analysis to examine which course tools teachers found supported or hindered developing interest-promoting teaching practices. The analysis identified teachers’ preferences for different learning activities and the reasoning behind their choices. The findings highlight two activities as particularly supportive for teachers’ professional learning: reflection-on-the-spot and tasks that deliver. These findings contribute to the literature by specifying concrete features of professional learning that support teachers’ agentic knowledge building and meaningful changes in mathematics teaching practice.

Secondary Mathematics Teachers’ Professional Identity: Systematic Literature Review

Sabrina Syed — 2026-03-06

The development of professional identity among mathematics teachers has been well explored in terms of specific attributes needing to be enhanced and catalysts that impact this development. The aim of this systematic review was to identify, describe, and categorise catalysts of professional identity development among secondary mathematics teachers, as well as to explore identity development across studies. The review applied Hanna et al. (2019)’s six domains of teachers' identity- self-image, motivation, commitment, self-efficacy, task perception, and job satisfaction - to gain insights into the focal points of identity development in 51 studies. The analysis revealed a notable lack of precision in both defining and interpreting the development of professional identity among mathematics teachers. It is argued that while the term "professional identity" is widely used, it is often not properly defined, and there is rarely any indication as to which aspects of professional practice contribute to its improvement. Although most studies were focused on self-image and task perception, job satisfaction received comparatively less attention. Furthermore, the reviewed studies do not provide sufficient scope to determine which catalysts are most effective in fostering a professional identity among mathematics teachers. Specific research is sought to address these identified gaps.

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

Kurnia Putri Sepdikasari Dirgantoro — 2026-03-06

Mathematical literacy is essential for both pre-service and in-service teachers and plays a crucial role in mathematics teaching and broader educational practice. This study examines teachers' perceptions of mathematical literacy, focusing on theoretical and practical dimensions. Using a mixed-methods approach, the research combines qualitative and quantitative data from surveys of 245 participants, comprising 163 pre-service teachers and 82 in-service teachers, across diverse educational settings. The findings reveal distinct differences between the two groups. Pre-service teachers tend to conceptualise mathematical literacy as a theoretical construct, emphasising critical and logical thinking. In contrast, in-service teachers demonstrate a more comprehensive and practice-orientated understanding, connecting real-world applications and cross-disciplinary competencies. Despite these differences, both groups acknowledge the critical role of mathematical literacy in enhancing students' problem-solving abilities and preparing them for life beyond school. The study highlights the need to bridge theory and practice within teacher education programs by embedding authentic learning experiences and cross-curricular approaches. It also underscores the importance of sustained professional development to support teachers' evolving understanding and implementation of mathematical literacy.