Research group

Research on Mathematics Teacher Education and Professional Development

Children sitting around a table in a class room

Group information

Research environments

Research on Mathematics Teacher Education and Professional Development

This research group focuses on the mathematical knowledge and skills of prospective teachers in grades 1–12, as well as theory‑ and research‑driven approaches to mathematics teacher education. The group investigates practices such as problem posing, mathematical modelling for prospective teachers, and other pedagogical approaches that support the development of high‑quality mathematics teaching.

In addition, researchers study the collaborative learning of in‑service teachers, teachers’ use of artefacts in mathematics instruction, and the role of written communication in teaching and learning mathematics. The group also examines how core practices of mathematics teachers can be supported and developed during teacher education programmes.

The members of the group are active teacher educators who ground their instructional practices on their own and their colleagues’ empirical research.

  • Sevinc, S. (2025). Reflective problem posing instructions for preservice mathematics teachers to elicit characteristics of the modelling problems: context vis-a-vis content. ZDM Mathematics Education 57, 441–457. https://doi.org/10.1007/s11858-025-01672-5
  • Acar, F., Sevinc, S., & Uyguç Küçük, A. (2025). Novice mathematics teachers’ level of understanding of the equal sign and equality: A curtailing interaction with pedagogical insights. School Science and Mathematics, 1–14. https://doi.org/10.1111/ssm.18398.
  • Sevinc, S., Cross Francis, D., Hudson, R. & Liu, J. (2025). The development of elementary teachers’ personal meanings of problem-solving through engaging in open-ended tasks. Mathematics Education Research Journal, 37, 341–367. https://doi.org/10.1007/s13394-024-00493-1
  • Lizano, C., & Sevinc, S. (2025). Examining preservice teachers’ bar model representations for solving word problems involving fractions. Journal of Mathematics Teacher Education, 1-28. https://doi.org/10.1007/s10857-025-09731-0
  • Harvey, F. (2025). Inquiry-based Collaborations for Mathematics Teaching Improvement: Reframing Division of Labor, Rules, and Mediating Artifacts. (Doctoral dissertation). Örebro University
  • Teledahl, A., Andersson, E., Harvey, F., Rudsberg, K. & Sundhäll, M. (2024). Teachers' collective habits as critical for establishing collegial learning. Professional Development in Education.
  • Harvey, F. (2023). The process of creating a useful mediating artefact in a professional learning community. In: Paul Drijvers; Csaba Csapodi; Hanna Palmér; Katalin Gosztonyi; Eszter Kónya (Ed.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), (pp. 4940-4947). Alfréd Rényi Institute of Mathematics/ERME.
  • Harvey, F. & Teledahl, A. (2022). Characteristics of Collaborative Learning in Teacher Professional Development: A Systematic Review. Mathematics Teacher Education and Development, 24(1), 72-95.
  • Harvey, F. & Nilsson, P. (2022). Contradictions and their manifestations in professional learning communities in mathematics. Journal of Mathematics Teacher Education, 25(6), 697-723.
  • Bergwall, A., Mellroth, E., Jansson, T., & Nordin, J. (2022). Teachers’ characterizations of challenging introductory and enrichment tasks. In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME 12) (pp. 3944–3951). Free University of Bozen-Bolzano and ERME.
  • Harvey, F. (2021). Kollegialt lärande i matematik: Ett verksamhetsteoretiskt perspektiv. (Licentiate dissertation). Örebro University.
  • Bergwall, A., & Mellroth, E. (2021). Teachers’ choice of a challenging task through collaborative learning. In G. A. Nortvedt, N. F. Buchholtz, J. Fauskanger, M. Hähkiöniemi, B. E. Jessen, M. Naalsund, H. K. Nilsen, G. Pálsdóttir, P. Portaankorva-Koivisto, J. Radišić, J. Ö. Sigurjónsson, O. Viirman, & A. Wernberg (Eds.), Proceedings of the Ninth Nordic Conference on Mathematics Education (NORMA 9) (pp. 25–32). Swedish Society for Research in Mathematics Education.
  • Mellroth, E., Bergwall, A., & Nilsson, P. (2021). Task Design for Differentiated Instruction in Mixed-Ability Mathematics Classrooms: Manifestations of Contradictions in a Professional Learning Community. Mathematics Teacher Education and Development, 23(3), 78–96.   
  • Andersson, E., Halvarsson Lundkvist, A., Harvey, F., Nilsson, P., Rex, M., Rudsberg, K., . . . Öhman Sandberg, A. (2019). Kollegialt Lärande i Örebros Skolor – KLÖS-projektet: Hur kan lärares kollegiala lärprocesser stödjas i syfte att skapa hållbara strukturer för utvecklingsarbete?. Örebro universitet
  • Harvey, F. & Teledahl, A. (2019). Teacher Professional Development and Collegial Learning: A literature review through the lens of Activity System. In: Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (Ed.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) (pp. 3331-3338). Utrecht: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
  • Sevinc, S. & Lesh, R. (2018). Training mathematics teachers for realistic math problems: A case of modeling-based teacher education courses. ZDM Mathematics Education, 50, 301-314. https://doi.org/10.1007/s11858-017-0898-9
  • Knutsson, M., Hemmi, K., Bergwall, A., & Ryve, A. (2013). School-based mathematics teacher education in Sweden and Finland: characterizing mentor–prospective teacher discourse. In B. Ubuz, C. Haser, & M. A. Mariotti (Eds.), Proceedings of the eighth congress of the European Society for Research in Mathematics Education (CERME 8, February 6–10, 2013) (pp. 1905–1914). Middle East Technical University and ERME.