ERME topic conference about teacher education

[Mathematics Education Researchers (MER) community]

Dear all, I would like to share some amazing news. an ERME topic conference about teacher education is being planned. Kindly refer to the following email for further details:

Title: Connecting the Learning of Mathematics Teaching to Practice

Where: Prague, Czech Republic
When: February 4–7, 2026

Paper Submission Deadline: September 19, 2025

Scope and focus of the conference
Worldwide, the professional education of teachers has done little to change conventional mathematics teaching. In response, scholars have argued for greater attention to the learning of practice, learning to “do” mathematics teaching. This ERME topic conference focuses on what it takes to get the learning of practice at the forefront, to infuse regard for teaching as a practice (in and outside the classroom) throughout the system of professional education (pre-service and in-service), in goals, design, activities, and assessments.We invite research-based contributions related to the following three questions:

What foundational things do mathematics teachers need to learn to do as they learn to teach?

What is involved in learning mathematics teaching?

How can we design and carry out professional education for the learning of practice?

We aim for a discussion where we share our growing understanding and raise general questions, warranting claims in relation to teaching and the learning of practice.

As background, in the first eight CERMEs, a single working group explored the education of mathematics teachers. Subsequently, the group split into three: Mathematics Teacher Education and Professional Development (TWG18); Mathematics Teaching and Teacher Practice(s) (TWG19); and Mathematics Teacher Knowledge, Beliefs and Identity (TWG20). 

This conference brings these groups together again to consider what it takes to learn teaching. In light of recent developments in these three TWGs, this topic conference encourages attention to issues of equity (in mathematics teaching and in the recruitment and education of teachers) and the design of activities and tasks for learning teaching in ways that impact practice. In addition, for studies carried out in the context of one’s own practice, explicit attention should be given to how multiple roles are ethically managed and how analytic clarity is maintained in design, methods, and claims.The conference website and a call for proposals will be online by the end of June. In the meantime, please check the ERME website for information, or contact: Miguel Montes (miguel...@ddcc.uhu.es). 

And please circulate this announcement to any colleagues who might be interested.