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

Mathematical thinking is increasingly recognized as a foundational competency for pre-service mathematics teachers (PSMTs), encompassing critical thinking, problem solving, abstraction, and modeling skills essential for effective teaching and learning. This systematic literature review synthesizes empirical studies published between 2018 and 2025 to examine strategies, challenges, contextual variations, and research gaps in fostering mathematical thinking within teacher education programs. Following the PRISMA framework, 21 studies were rigorously selected from major academic databases. Findings reveal diverse pedagogical approaches, including creativity-driven task design, computational thinking integration, digital and AI-supported reflective practices, and contextualized mathematical modeling. Persistent challenges include PSMTs’ difficulties in interpreting real-world problem contexts, responding to student thinking, and engaging in deep reflective practice. Contextual factors such as technological access, self-efficacy, gender, and educational policy further influence the development of mathematical thinking. Notable gaps identified include limited integration of critical and computational thinking frameworks, underutilization of AI-based tools, and insufficient strategies for inclusive and equitable instruction. The review concludes with recommendations for teacher education programs to adopt holistic, research-informed, and culturally responsive pedagogies that embed mathematical thinking as a central component of professional competence.