Abstract
The aim of this study is to advance towards the definition of a model that allows to characterize teachers’ initial training of mathematics according to sustainability, so that future teachers can provide a mathematical education to their students that allows them to face with greater success contemporary social demands. For this purpose, an exploratory study has been carried out with 30 informants (10 teacher trainers, 10 active teachers and 10 future teachers of Primary Education) who have been administered the previously validated EMS and Sustainability Questionnaire. The data obtained have allowed to define a model composed by five dimensions: 1) links with the environment; 2) didactic-disciplinary knowledge; 3) reflective and critical thinking; 4) Children's needs to learn; 5) curricular environmentalization. The incorporation of these five dimensions can empower the professional development of pre-service teachers so that they contribute to give an effective answer to the social challenges of a complex world. Keywords: Mathematics education; Education for Sustainability; Initial teacher training; Professional development; Primary education.
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