This study explores the perspectives of Mathematics Teacher Educators (MTEs) on the mathematical skills of prospective mathematics teachers. It investigates how MTEs address the inadequacy of mathematical skills among preservice mathematics teachers. Through qualitative interviews with MTEs from Swedish universities, the research identifies key deficiencies in preservice teachers' mathematical abilities, particularly in problem-solving, conceptual knowledge, mathematical reasoning, and argumentation. The findings highlight the misalignment between the mathematical courses and mathematics skills expectations in the mathematics teacher training of preservice teachers and the specialised content knowledge (SCK) required for effective teaching. The study also discusses the implications of mathematical skills on the future effectiveness of mathematics teachers in the classroom.

Additionally, MTEs suggest several ways to develop mathematical skills among preservice teachers, including strengthening foundational mathematical and conceptual understanding, enhancing problem-solving skills opportunities, and increasing discursive practices and opportunities for development and change in teacher education programs. This research aims to contribute to the ongoing conversations on the importance of Specialized Content Knowledge (SCK) in mathematics teacher education. Furthermore, this study proposes a structure for addressing the lack of mathematical proficiency among prospective teachers. The study emphasises the need for change in curriculum and policy at both national and international levels to ensure that preservice teachers are adequately prepared to effectively meet the requirements and demands of teaching today's mathematics classrooms. The study was conducted through a qualitative approach using a semi-structured interview with MTEs, and an anonymous survey was also launched aimed at MTEs to narrow down the specific area of investigation in the field of mathematics teacher training.