ICMI Study 15 on the Professional Education and Development of Teachers of Mathematics

Leading team

  • Prof. Deborah Loewenberg Ball, University of Michigan, USA
  • Prof. Ruhama Even, Weizmann Institute of Science, ISRAEL

Project members

  • Prof. Members of the International Committee
  • Prof. Jo Boaler, Stanford University, USA
  • Prof. Chris Breen, University of Cape Town, SOUTH AFRICA
  • Prof. Frédéric Gourdeau, Université Laval, CANADA
  • Prof. Marja van den Heuvel-Panhuizen, Utrecht University, NETHERLANDS
  • Prof. Barbara Jaworski, Agder University College, NORWAY
  • Prof. Gilah Leder, La Trobe University, AUSTRALIA
  • Prof. Shiqi Li, East China Normal University, CHINA
  • Prof. Romulo Lins, State University of Sao Paulo at Rio Claro, BRAZIL
  • Prof. Joao Filipe Matos, Universidade Lisboa, PORTUGAL
  • Prof. Jarmila Novotna, Charles University, CZECH REPUBLIC
  • Prof. Aline Robert, IUFM de Versailles, FRANCE


The aim of this study, commissioned by the Executive Committee of the International Commission on Mathematical Instruction (ICMI), was to investigate practices and programs of mathematics teacher education in different countries, and to contribute to an international discourse about the professional education and development of prospective and practicing teachers of mathematics. 147 researchers from 35 countries participated in the Study. The Study’s achievements, products and results were published in the Study Volume (Even & Ball, 2009) that includes two main sections: (a) Initial mathematics teacher education, and (b) Learning in and from practice. To spur research in this field, the Volume presents also the thinking of key people about major problems of practice and policy. Finally, the book suggests three main problems that could profit from stronger and more systematic international connections focused on improving the education and professional development of teachers: (1) the need to focus teachers’ education on practice, (2) the identification and development of teacher educators, and (3) the need for valid and reliable assessments of teachers’ learning.

Links for further reading