Mathematics Education Researchers (MER) community
Mathematics teacher training is essential for educational quality and equity. Mathematics teachers face a rapidly evolving landscape, driven by digital integration, new competency-based curricular approaches, and the need to address student diversity. Initial and ongoing training must promote the development of the disciplinary, didactic, and pedagogical knowledge necessary to foster mathematical thinking, creativity, and critical thinking in their students.
This collection explores the latest trends, models, and research findings that address how teacher training institutions are innovating to create more reflective and contextualized professional learning environments. We seek research that demonstrates how training can drive the transformation of the teacher's role, effectively articulating theory with practice.
Relevance and Central Theme: The central theme is the effective articulation between theory, practice, and the professional development of mathematics teachers. We are seeking contributions that examine teacher training from multiple perspectives: the development of pedagogical and mathematical competencies and knowledge, the integration of technologies (including AI), training in inclusion and equity, and models of continuous professional development, among others.
Topics of interest:
· Models and trends in initial and continuing teacher training: design and implementation of teacher training programs.
· Development of mathematical pedagogy knowledge: teaching methodologies and their impact on training.
· Integration of technology in training: use of digital tools and AI in professional learning.
· Equity, inclusion, and diversity in training: preparing teachers to address student diversity in the mathematics classroom.
· Reflective practices: the role of mentoring and communities of practice.
Submission deadline : 06 November 2026