Despite many similarities between the neighbouring countries Sweden and Finland, prior studies indicate that conceptualizations and discourses about school-based teacher education are very different. In this paper we add to this picture of differences, and contribute to the research discourse about school-based teacher education, by identifying and characterizing aspects of mathematics teaching made relevant in review meetings between mentors and prospective primary teachers. While the Swedish discourse typically focuses on the students’ individual work with textbooks, connections to everyday experiences and teaching as individual supervision, the Finnish discourse emphasizes lesson aims, learning and progression in mathematics through formative assessment and differentiation according to pupils’ abilities