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April 26, 2026SAGE OpenOpen Access

Enhancing Mathematical Thinking Among Pre-Service Mathematics Teachers: A Systematic Literature Review

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Authors

NMNofouz MafarjaSRSuzieleez Syrene Abdul RahimHZHutkemri Zulnaidi

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Overview

Systematic review synthesizes strategies and challenges to improve mathematical thinking in pre-service mathematics education, suggesting broader pedagogical frameworks.

Key Points

  • This review aims to identify effective strategies and challenges in developing mathematical thinking among pre-service mathematics teachers.
  • Conducted a systematic literature review following the PRISMA framework.
  • Selected 21 empirical studies published from 2018 to 2025 from major academic databases.
  • Analyzed pedagogical approaches, challenges, and contextual factors in teacher education.
  • Diverse pedagogical approaches identified, including creativity-driven task design and computational thinking integration.
  • Highlights challenges faced by pre-service mathematics teachers in engaging with real-world problems and student thinking.
  • Identifies research gaps in critical thinking integration and the use of AI-based tools in teacher training.

Cite This Study

Mafarja et al. (2026) studied this question.

synapsesocial.com/papers/69edadba4a46254e215b53dahttps://doi.org/10.1177/21582440261445506
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Also Consider

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  1. 1Instructional Strategies for Developing Mathematical Critical Thinking Skills in Secondary Education: A PRIS-MA-Based Systematic Review (2015-2025)2026
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  3. 3Systematic review of studies on mathematical thinking2025
  4. 4Assessing Critical Thinking in Mathematics Education: A Systematic Review and Analysis Using the PRISMA Framework2025
  5. 5Mathematical Competencies and Critical Thinking in Secondary Education: A PRISMA-Based Systematic Review (2019–2025)2026 · 1 citations