Functional Thinking Development in Pre-Service Mathematics Teachers: A Systematic Review of Characteristics, Pedagogical Supports, and Effective Methodologies (2010–2022)

Abstract

This systematic literature review (SLR) examines current knowledge on pre-service teachers' functional thinking, particularly within early algebra learning. The review covers studies published between 2010 and 2022, analysing 16 carefully selected articles from international peer-reviewed journals. The purpose is to understand how future teachers conceptualise patterns, functions, and relationships—essential components of mathematical thinking. Following the PRISMA framework, this review identifies trends, gaps, and promising practices in this specialised field. Findings indicate that while many pre-service teachers struggle with functional concepts, well-designed instructional tasks and targeted interventions effectively develop algebraic thinking. The analysis reveals common challenges include procedural approaches and generalisation difficulties, while successful strategies emphasise multiple representations and pattern-based reasoning. This review not only illuminates effective practices but also highlights areas requiring further investigation—particularly in creating meaningful learning experiences for future educators and examining the long-term impact of these interventions on both teacher development and student learning outcomes.