The book Innovation in Initial Mathematics Teacher Education (IMTE) provides innovative perspectives on content, pedagogy and assessment in IMTE. New perspectives on how content in IMTE has changed to include, for instance, STEM, sustainability, inclusive practices, and new approaches, pedagogy and formative assessment practices in relation to mathematics education in response to the changing educational landscape in this volatile, uncertain, complex, and ambiguous world. The book considers a great number of different international perspectives, and finalises with the discussion of future directions for the field of research in IMTE.

Autorentext

**Ceneida Fernández is full professor at the University of Alicante (Spain). Her research is focused on how pre-service mathematics teachers learn the knowledge needed to teach mathematics and how they develop the professional skills for the practice of mathematics teaching in teacher education programs.

**Salvador Llinares is full professor at the University of Alicante (Spain). His research is focused on how pre-service mathematics teachers learn the knowledge needed to teach mathematics and how they develop the professional skills for the practice of mathematics teaching in teacher education programs.

**Ban Heng Choy is an Associate Professor (Mathematics Education) at the National Institute of Education, Nanyang Technological University (Singapore). His research is focused on how mathematics teachers (pre-service and in-service) can develop their teaching expertise and improve their instruction.