Designing Learning Situations in Mathematics Education for Teacher Training in Early Childhood, Primary Education, and Pedagogy

From Theory to Action

Abstract

The design of learning situations in mathematics education is essential for teacher training in Early Childhood Education, Primary Education, and Pedagogy. This approach fosters meaningful learning environments through contextualised tasks, educational technologies, constructive feedback, purposeful interactions, and relevant assessment. It integrates principles from constructivism, mathematical modelling, STEAM, Universal Design for Learning (UDL), and critical thinking, aiming to enhance both understanding and application of mathematical concepts. The study reveals improvements in teacher preparation, though challenges remain in terms of equity, long-term assessment, and access to technological resources. The findings underscore the need to train teachers who can design motivating, inclusive, and contextually grounded learning experiences.