A novice mathematics teacher educator–researcher’s evolution of tools designed for in-service mathematics teachers’ professional development

The knowledge of Mathematics teachers has been a very prominent focus of attention in the last decades. However, it leaves aside one of the dimensions involved in the development of this type of knowledge, specifically the knowledge of Mathematics teacher educators. In this paper, we discuss a mathematics teacher educator’s knowledge in the context of classes on Euclid’s division algorithm theorem in a Number Theory course for prospective secondary teachers. Some indicators of this specialized knowledge of mathematics teacher educators are presented and discussed.

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Interventions, Tools, and Equity-Oriented Resources in the MTE Journal

Mathematics Teacher Educator ◽

10.5951/mte.2020.0062 ◽

2020 ◽

Vol 9 (1) ◽

pp. 3-6

Author(s):

Emily Elrod ◽

Heather West ◽

Karen F. Hollebrands, ◽

Valerie Faulkner

Keyword(s):

Mathematics Teachers ◽

Mathematics Teacher ◽

Teacher Educators ◽

Teacher Educator ◽

National Council ◽

Mathematics Teacher Educators ◽

Mathematics Teacher Educator ◽

Trauma Informed ◽

Key Features ◽

And Mathematics

The Mathematics Teacher Educator journal is co-sponsored by the National Council of Teachers of Mathematics and the Association of Mathematics Teacher Educators. In June, both organizations released statements that call for mathematics teachers and mathematics teacher educators (MTEs) to “engage in anti-racist and trauma-informed education in our daily practices as processes of learning and adjustments” (NCTM, 2020) and to “actively work to be anti-racist in our acts of teaching, research, and service” (AMTE, 2020). This editorial highlights equity-related interventions and tools that can be implemented by MTEs. We reiterate statements made by NCTM and AMTE, describe key features of interventions and tools, and share equity-related resources published in the journal for MTEs to use with teachers.

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What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

Journal of Teacher Education ◽

10.1177/00224871211019024 ◽

2021 ◽

pp. 002248712110190

Author(s):

Samantha A. Marshall ◽

Patricia M. Buenrostro

Keyword(s):

Professional Development ◽

Mathematics Teachers ◽

Mathematics Teacher ◽

Student Assessment ◽

Learning Experiences ◽

Educational Justice ◽

Support Design ◽

Assessment Scores ◽

Teacher Coaching ◽

Future Work

Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

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