We report on an action research study conducted by two mathematics teacher educators in the United Kingdom and Hong Kong. The project consisted of three phases, the first two taking place in our respective teacher education courses and a final phase in which prospective mathematics teachers from both locations engaged in dialogue through a speculative fiction task. Our aim was to explore how our prospective mathematics teachers can be supported in becoming mathematics teachers for sustainable futures by innovating our own mathematics teacher education curricula. This study suggests that generative methods which support teachers in speculating on paths to potential futures as teachers of mathematics, can provide access to how prospective teachers negotiate issues in relation to the climate crisis and ways in which they conceive of related changes in their practices. By identifying the aspects of mathematics teaching that are viewed by the prospective teachers as contingent, and through offering tasks that support an expansion of this view, teacher educators are better placed to support the development of teaching practices needed for sustainable futures. Copyright © 2022 Taylor & Francis.

This study investigates the relationship between subject matter knowledge (SMK) for mathematics teaching and self-reported non-cognitive factors among 201 prospective mathematics teachers (PMTs) in Hong Kong. Participants completed a survey adopted from Fennema and Sherman [19] were assessed their confidence in learning mathematics (CLM), attitude towards success in mathematics (ASM), mathematics anxiety (MA), effectance motivation in learning mathematics (EMM), while 73 of them were assessed in a written test on their knowledge. The regression analysis suggests that CLM is the main predictor of the performance in SMK compared to MA and EMM. Findings also show that there were statistically significant effects of both gender and program of studies on their performance on MA, EMM and CLM. The results suggest a further investigation of the relationship between beliefs and SMK among PMTs in other contexts. Implications for the current teacher education system in Hong Kong are also discussed.
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