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

Monte Meyerink — 2026-10-02

Prior research has highlighted the importance of integrating technology into mathematics education, though preservice teachers often do not feel prepared to integrate technology into their classroom upon degree completion. This qualitative, descriptive study sought to examine kindergarten through eighth-grade preservice teachers’ (N = 44) evaluation of existing geometry activities that utilise a technological resource. Specifically, the researchers examined the impact that the technological resource utilised in the activity would have on instruction, aspects of the activity that preservice teachers either liked or disliked, and preservice teachers’ rationale as to why they would choose to either use or not use the activity in their future K–8 mathematics classrooms. To guide the methodology of this study, the researchers utilised the Passive, Interactive, and Creative—Replacement, Amplification, and Transformation (PICRAT) model. Data were collected from responses to an open-ended prompt as part of a mathematics methods course and analysed with both a priori (i.e., PICRAT) and emergent coding. Findings from the a priori coding showed that the activities evaluated by preservice teachers most frequently utilised a technological resource (often a mathematical game) in a way that aligned with the interactive, amplification level of the PICRAT model. Emergent coding revealed that preservice teachers most frequently liked the content of the activity, disliked topics related to the pedagogical implications of implementing the activity and founded their rationale for future use on pedagogical considerations related to implementation. Implications of the findings are discussed as well as recommendations for future research.

Addressing Sustainability in Initial Mathematics Teacher Education

Constantinos Xenofontos — 2026-09-18

This article presents a scoping review of international peer-reviewed literature (2015–2025) examining how sustainability is addressed in initial mathematics teacher education (IMTE). Guided by five research questions, the review synthesised 24 empirical studies to explore how sustainability is conceptualised, integrated, and challenged in IMTE contexts. Two dominant conceptualisations emerged: “mathematics for sustainable development,” which positions mathematics as a tool for engaging with socio-environmental issues; and ”sustainability of mathematics-related knowledge,” which emphasises the lasting impact of IMTE on prospective teachers’ knowledge, skills, and dispositions. Each conceptualisation gives rise to distinct, yet sometimes overlapping, pedagogical approaches. The former is associated with socio-critical mathematical modelling, interdisciplinary project-based learning, and reflective pedagogy, while the latter foregrounds technology-enhanced instruction, culturally responsive teaching, and development of transferable competencies. Persistent barriers, however, include rigid curricula, limited faculty expertise, conceptual uncertainty, and misaligned policy frameworks. Addressing these challenges requires systemic action through curriculum reform, interdisciplinary professional development, and integration of sustainability competencies into accreditation standards. The review showed how conceptual framings of sustainability inform pedagogical practice, reveal structural obstacles, and guide strategic responses, offering a foundation for reimagining IMTE as a transformative space for preparing mathematics teachers to contribute meaningfully to sustainable futures.

Mathematics Teacher Education and Development

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

Addressing Sustainability in Initial Mathematics Teacher Education