The research group's central interest is the development of and research on teaching approaches and practices in mathematics teacher education. To obtain a better basis for the development of teaching in teacher education, the group is also conducting research on mathematics teaching in schools.

Pre-service teachers often find mathematical processes such as modeling, argumentation, generalization, and abstraction challenging. Such processes are central to mathematics, and pre-service teachers need not only be able to do them but also develop an understanding of why they are central and what makes mathematics different from other school subjects. They also need to learn to teach in a way that gives students ample opportunities to learn mathematics. It is not easy, and there is a need to constantly develop approaches in teacher education that can support mathematics teacher students' learning, also across courses on campus and in practice.

The research group's research is based on a sociocultural perspective on teaching and learning. Within that perspective, participation in a community is seen as central to learning. By participating in a community that works with mathematics or teaching mathematics, one learns to use the community's words, tools, and routines and can eventually independently explore questions in mathematics and mathematics teaching and learning.