Instructional quality of mathematics teaching and mathematics teacher education

Abstract

The four articles in this issue have the instructional quality as a shared idea, although they differ on different levels of attention. These contributions display some facets of how the construct “instructional quality” is tackled in the mathematics education field, and particularly, in mathematics teacher education as a discipline. These facets are as follows: how instructional quality may be conceptualized and measured when classroom observation protocols are designed; the relationships between mathematical knowledge for teaching and the instructional quality; the relationship between credentials to enter a selective alternative route programs and the instructional quality of graduates; and how prospective mathematics teachers learn to identify and develop teaching strategies and practices for supporting the mathematical instruction of quality.