Theoretical foundations, practical applications and pedagogical challenges of the mathematics teacher's specialised knowledge model: A qualitative systematic review in secondary education

This systematic review analyses 32 studies published between 2013 and 2024 on the Mathematics Teacher's Specialised Knowledge (MTSK) model, with the aim of understanding its theoretical development, practical applications and contributions to teacher education in secondary and pre‐university contexts. The review was conducted following the PRISMA 2020 guidelines, ensuring transparency, comprehensiveness and methodological rigour throughout the process. The findings highlight the model's effectiveness in decomposing teacher knowledge dimensions, offering valuable insights into how this knowledge is enacted in authentic classroom settings. MTSK has guided the development of more reflective and contextually grounded professional learning, enhancing didactic, conceptual and structural competencies. It also supports critical reflection on teaching practices and informs improvements in the planning and implementation of mathematical tasks. Nevertheless, challenges remain regarding the integration of contextual and technological dimensions, particularly in relation to emerging educational approaches such as interdisciplinary practice and mathematical modelling. Despite this, the model proves to be a valuable, adaptable framework for fostering more connected and professional mathematics education.

Rationale for this study: This study systematically reviews research on the MTSK model, examining its conceptual development, classroom applications, and integration into initial and continuing teacher education to understand how teachers mobilise and coordinate specialised knowledge in mathematics instruction.