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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.

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. [ABSTRACT FROM AUTHOR]

We adopt five observation categories, namely classroom management, classroom environment, communication, mathematical content and tasks, to analyse four in‐service secondary mathematics teachers' noticing upon watching video episodes showing an actual mathematics lesson that implemented 3D Printing Pens for teaching and learning shape and space. We use coding to analyse what the participants generally identified as important or noteworthy in the video. Moreover, we employ thematic analysis to delve deeper into the participants' interpretations and decisions in relation to using 3D Pens for teaching and learning mathematics. Our findings have implications for teachers' professional development in the area of technology integration especially in terms of their realisation of the affordances of novel‐to‐them technologies. We also report methodological and conceptual contributions towards teacher noticing. Practitioner notesWhat is already known about this topic Various frameworks have been proposed for conceptualising teachers' expertise in technology‐rich pedagogies; however, few have addressed teachers' initial experience of adopting a novel‐to‐them technology in subject teaching.In teacher education, the method of video‐based noticing has been widely undertaken in the last two decades to help preservice and in‐service teachers visualise complex classroom situations and interpret classroom events.What this paper adds This study investigates what in‐service mathematics teachers find significant, the pedagogical considerations they make and their professional development in integrating technologies for teaching and learning mathematics.Particularly, video‐based noticing is used as a means for facilitating teachers' professional growth through realising the affordances of 3D Printing Pens in mathematics education.Implications for practice and/or policy This study provides qualitative evidence that video‐based noticing was productive in facilitating teachers' technological, pedagogical and content knowledge (TPACK), in particular, in realising the educational affordances of a novel‐to‐them technology.The videos captured the dynamic process of students' drawing with 3D Pens "in action" rather than merely capturing their final products in a static manner, which facilitated the teachers' reflections about the evolution of students' mathematical thinking. [ABSTRACT FROM AUTHOR]