Mathematics Teacher Education and Development

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

Baharullah — 2026-10-08

The study reported in this article investigated ChatGPT’s role as a digital scaffolding tool for pre-service primary teachers engaged in mathematical problem posing focused on word problems, an area underexplored in research on generative AI in pre-service teacher education. Grounded in the Zone of Proximal Teacher Development (ZPTD) framework, the research examined how AI-mediated interactions support cognitive, metacognitive, and pedagogical dimensions of instructional design. Twenty-two pre-service mathematics teachers participated in a three-phase qualitative exploratory case study involving independent problem posing (Task A), AI assisted problem posing with ChatGPT (Task B), and subsequent written reflections and semi-structured interviews. Thematic analysis of task outputs, interaction logs, and reflective data revealed that ChatGPT provided multidimensional scaffolding (cognitive, metacognitive, strategic, affective, and pedagogical), which collectively enhanced participants’ task quality and depth of reflection. AI-assisted tasks showed notable improvements in contextual relevance, problem structure, cognitive demand, and creativity compared to mathematical problems posed independently. Participants reported substantial shifts in instructional awareness, moving from procedural task design toward student-centred and imaginative problem construction. These findings suggest ChatGPT has potential as a reflective learning partner, supporting development of pedagogical reasoning and instructional creativity in teacher education. The study extends the ZPTD framework to AI-mediated contexts, offering theoretical and practical insights for integrating generative AI into professional learning for pre-service teachers.

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.

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

Miranda Rampe — 2026-10-07

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.

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

Deanna Russo — 2026-10-09

Within a global trend of the narrowing of curricula, the teaching of mathematics through a constructivist approach, where students actively build meaning through inquiry, reasoning and conceptual understandings, is at risk. This exploratory case study, conducted in a medium-sized regional school in Queensland, Australia, sought to understand teacher’s beliefs about mathematics and how these beliefs impact their practice. Findings showed that teachers held mixed beliefs about teaching and learning mathematics and often struggled to use the Australian Curriculum in ways that supported high-quality constructivist approaches to pedagogy, finding it too restrictive. This study highlights the need for targeted professional development to support teachers with pedagogical strategies that align with the intent of the Australian Curriculum and constructivist approaches, ensuring that future 21st‑century learners become confident, creative users and communicators of mathematics.