Abstract This systematic review analyses 32 studies published between 2013 and 2024 on the Mathematics Teacher's Specialised Knowledge (MTSK) model, with the aim of understanding its theoretical development, practical applications and contributions to teacher education in secondary and pre‐university contexts. The review was conducted following the PRISMA 2020 guidelines, ensuring transparency, comprehensiveness and methodological rigour throughout the process. The findings highlight the model's effectiveness in decomposing teacher knowledge dimensions, offering valuable insights into how this knowledge is enacted in authentic classroom settings. MTSK has guided the development of more reflective and contextually grounded professional learning, enhancing didactic, conceptual and structural competencies. It also supports critical reflection on teaching practices and informs improvements in the planning and implementation of mathematical tasks. Nevertheless, challenges remain regarding the integration of contextual and technological dimensions, particularly in relation to emerging educational approaches such as interdisciplinary practice and mathematical modelling. Despite this, the model proves to be a valuable, adaptable framework for fostering more connected and professional mathematics education. Context and implications Rationale for this study: This study systematically reviews research on the MTSK model, examining its conceptual development, classroom applications, and integration into initial and continuing teacher education to understand how teachers mobilise and coordinate specialised knowledge in mathematics instruction. Why the new findings matter: The findings highlight the MTSK model's role in revealing strengths, gaps and challenges in teachers' professional knowledge, showing how it supports reflective practice, task design and conceptual understanding while identifying areas needing targeted professional development. Implications: Results provide guidance for mathematics teachers and teacher educators to foster reflective and contextually grounded learning experiences. Policymakers and curriculum designers can use the findings to enhance teacher training frameworks and professional development initiatives. Researchers may build on these insights to further refine models of specialised knowledge, bridging theory and practice, and improving student learning outcomes in mathematics.
Daniel Martín-Cudero (Fri,) studied this question.
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