ABSTRACT
Mathematics teacher education (MTE) consists of processes and practices through which teachers or student teachers learn to teach mathematics. Research on MTE and Professional development (PD) has been a strong theme of ERME conferences from its beginning; its importance being expressed by the fact that a Thematic Working Group (TWG) has always been organised dealing with the issue. Collaborative environments, in which mathematics researchers, teachers and prospective teachers work together, reflecting on and designing classroom situations, emerged as an appropriated context to build a bridge between theory and practice. The process of reflection was discussed as being among the promising ways in PD for supporting teacher development. Research activities have been broad and varied from country to country due to different models of education and teacher education particularly. Reflection was discussed as being an important ingredient in the process of MTE and PD.
