Mária Slavíčková is Associate Professor of Didactics of Mathematics at Comenius University in Bratislava, Slovakia. Her research focuses on preparing future mathematics teachers, with emphasis on reasoning, proof, lesson design, and integrating technology in teaching.Naďa Vondrová is Full Professor of Mathematics Education at Charles University, Czech Republic. Her research includes teacher knowledge, word problems, and integrating mathematical and language literacy.Birgit Pepin is Emeritus Professor of Mathematics Education, formerly holding professorships in Norway and the Netherlands. Her research focuses on mathematics curriculum resources, digital tools, and innovative teaching environments.Iveta Kohanová is Associate Professor of mathematics education at the Norwegian University of Science and Technology (NTNU). Her work focuses on teacher development, assessment, and the use of resources in mathematics education.Benedetto Di Paola is Associate Professor of Mathematics Education at the University of Palermo (UniPa), Italy. He is Coordinator of the Mathematics Education Research Group (GRIM) and Vice-President of Commission for the Study and Improvement of Mathematics Teaching (CIEAEM), with research on teaching practices in mathematics.Jakub Michal is Assistant Professor at the Faculty of Education, Charles University, Czech Republic. His research focuses on reasoning-and-proving in school mathematics, teachers’ conceptions of proof, and instructional resources.Işıl İşler-Baykal is Assistant Professor of Mathematics Education at Middle East Technical University (METU), Turkey. Her research focuses on algebraic thinking, reasoning, proof, and teacher education.Didem Akyüz is Professor of Mathematics and Science Education at Middle East Technical University (METU), Turkey. Her research focuses on design-based research, teacher education, and technological pedagogical content knowledge.

“A fine example of the spirit of ERME (the European Society for Research Mathematics Education), the organisation associated with the series in which this book appears.”- Kenneth Ruthven, Emeritus Professor of Education, University of Cambridge, UK.“Focuses on two central and challenging issues in mathematics education: the preparation of new teachers and the integration of reasoning and proof (R&P) at the heart of teaching.”- Luc Trouche, Emeritus professor, French Institute of Education, Ecole normale supérieure de Lyon, France.

• 1. Introduction 2. Theoretical Background 3. Background of the Study 4. Methodology 5. Results 6. Discussion of Results 7. Conclusions, Limitations, and Implications for Practice 8. Commentary: [Im]Proving Classroom Mathematical Reasoning Through a Lesson-Planning Intervention 9. Commentary: Pre-Service Mathematics Teachers as Lesson Designers

Mária Slavíčková is Associate Professor of Didactics of Mathematics at Comenius University in Bratislava, Slovakia. Her research focuses on preparing future mathematics teachers, with emphasis on reasoning, proof, lesson design, and integrating technology in teaching.Naďa Vondrová is Full Professor of Mathematics Education at Charles University, Czech Republic. Her research includes teacher knowledge, word problems, and integrating mathematical and language literacy.Birgit Pepin is Emeritus Professor of Mathematics Education, formerly holding professorships in Norway and the Netherlands. Her research focuses on mathematics curriculum resources, digital tools, and innovative teaching environments.Iveta Kohanová is Associate Professor of mathematics education at the Norwegian University of Science and Technology (NTNU). Her work focuses on teacher development, assessment, and the use of resources in mathematics education.Benedetto Di Paola is Associate Professor of Mathematics Education at the University of Palermo (UniPa), Italy. He is Coordinator of the Mathematics Education Research Group (GRIM) and Vice-President of Commission for the Study and Improvement of Mathematics Teaching (CIEAEM), with research on teaching practices in mathematics.Jakub Michal is Assistant Professor at the Faculty of Education, Charles University, Czech Republic. His research focuses on reasoning-and-proving in school mathematics, teachers’ conceptions of proof, and instructional resources.Işıl İşler-Baykal is Assistant Professor of Mathematics Education at Middle East Technical University (METU), Turkey. Her research focuses on algebraic thinking, reasoning, proof, and teacher education.Didem Akyüz is Professor of Mathematics and Science Education at Middle East Technical University (METU), Turkey. Her research focuses on design-based research, teacher education, and technological pedagogical content knowledge.

“A fine example of the spirit of ERME (the European Society for Research Mathematics Education), the organisation associated with the series in which this book appears.”- Kenneth Ruthven, Emeritus Professor of Education, University of Cambridge, UK.“Focuses on two central and challenging issues in mathematics education: the preparation of new teachers and the integration of reasoning and proof (R&P) at the heart of teaching.”- Luc Trouche, Emeritus professor, French Institute of Education, Ecole normale supérieure de Lyon, France.

• 1. Introduction 2. Theoretical Background 3. Background of the Study 4. Methodology 5. Results 6. Discussion of Results 7. Conclusions, Limitations, and Implications for Practice 8. Commentary: [Im]Proving Classroom Mathematical Reasoning Through a Lesson-Planning Intervention 9. Commentary: Pre-Service Mathematics Teachers as Lesson Designers

Mária Slavíčková is Associate Professor of Didactics of Mathematics at Comenius University in Bratislava, Slovakia. Her research focuses on preparing future mathematics teachers, with emphasis on reasoning, proof, lesson design, and integrating technology in teaching.Naďa Vondrová is Full Professor of Mathematics Education at Charles University, Czech Republic. Her research includes teacher knowledge, word problems, and integrating mathematical and language literacy.Birgit Pepin is Emeritus Professor of Mathematics Education, formerly holding professorships in Norway and the Netherlands. Her research focuses on mathematics curriculum resources, digital tools, and innovative teaching environments.Iveta Kohanová is Associate Professor of mathematics education at the Norwegian University of Science and Technology (NTNU). Her work focuses on teacher development, assessment, and the use of resources in mathematics education.Benedetto Di Paola is Associate Professor of Mathematics Education at the University of Palermo (UniPa), Italy. He is Coordinator of the Mathematics Education Research Group (GRIM) and Vice-President of Commission for the Study and Improvement of Mathematics Teaching (CIEAEM), with research on teaching practices in mathematics.Jakub Michal is Assistant Professor at the Faculty of Education, Charles University, Czech Republic. His research focuses on reasoning-and-proving in school mathematics, teachers’ conceptions of proof, and instructional resources.Işıl İşler-Baykal is Assistant Professor of Mathematics Education at Middle East Technical University (METU), Turkey. Her research focuses on algebraic thinking, reasoning, proof, and teacher education.Didem Akyüz is Professor of Mathematics and Science Education at Middle East Technical University (METU), Turkey. Her research focuses on design-based research, teacher education, and technological pedagogical content knowledge.

“A fine example of the spirit of ERME (the European Society for Research Mathematics Education), the organisation associated with the series in which this book appears.”- Kenneth Ruthven, Emeritus Professor of Education, University of Cambridge, UK.“Focuses on two central and challenging issues in mathematics education: the preparation of new teachers and the integration of reasoning and proof (R&P) at the heart of teaching.”- Luc Trouche, Emeritus professor, French Institute of Education, Ecole normale supérieure de Lyon, France.

• 1. Introduction 2. Theoretical Background 3. Background of the Study 4. Methodology 5. Results 6. Discussion of Results 7. Conclusions, Limitations, and Implications for Practice 8. Commentary: [Im]Proving Classroom Mathematical Reasoning Through a Lesson-Planning Intervention 9. Commentary: Pre-Service Mathematics Teachers as Lesson Designers