scholarly journals Questioning Our Credibility: An Exploration of the Professional Identity Development of Mathematics Teacher Educators

Mathematics ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 66
Author(s):  
Dionne Cross Francis ◽  
Pavneet Kaur Bharaj ◽  
Jinqing Liu ◽  
Andrea Phillips ◽  
Meredith Park Rogers ◽  
...  
Keyword(s):  
Identity Development ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Multiple Identities ◽  
Professional Identity Development ◽  
Mathematics Teacher Educators ◽  
International Graduate ◽  
Experience Teaching ◽  
The Moment

Preparing future mathematics teacher educators (MTEs) with knowledge that are needed to effectively support pre-service teachers (PSTs) is very important. However, little attention was paid to MTEs’ knowledge development, which is multifaceted and complex. This study investigates successes, challenges, and tensions that four international graduate MTEs and one mathematics teacher educator (TE) experienced in developing their identity as math teacher educators. In total, 20 h of interactive interviews were analyzed by using qualitative methods. Emerging themes include how MTEs establish a sense of credibility and how they feel they are navigating multiple identities. Among the graduate MTEs, credibility was described as having the following: (a) knowledge of and experience teaching in the US education system; (b) experience in teaching using a problem-solving approach; (c) the ability to enact theory in practice. While navigating multiple identities, graduate MTEs recognize their ethnic identities are central and influence their perceptions of self as MTEs, and how they think they are perceived by others. The results highlight the importance of understanding MTEs tensions and challenges and provide “in-the-moment” support along the journey of becoming teacher educators.

Analyzing Eight Years of Mathematics Teacher Educator Articles: Where We Were, Where We Are, and Where We Are Going

2020 ◽  
Vol 8 (3) ◽  
pp. 83-87
Author(s):  
Heather West ◽  
Emily Elrod ◽  
Karen Hollebrands, ◽  
Valerie Faulkner
Keyword(s):  
Teacher Knowledge ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Student Thinking ◽  
Mathematics Teacher Educators ◽  
Similar Work ◽  
Language Technology ◽  
Mathematics Teacher Educator ◽  
Service Professional

In this editorial, an analysis of articles published in the Mathematics Teacher Educator journal (MTE) from 2012 to 2020, which describes the knowledge base for mathematics teacher educators addressed by MTE authors, is presented. This analysis builds on similar work conducted four years ago (Bieda, 2016). These more recent findings demonstrate that articles focusing on teacher knowledge; mathematical content; student thinking and reasoning; and models of teacher preparation or in-service professional development (PD) have been the most frequently published in MTE. In contrast, a limited number of articles have focused on discourse; diversity, equity, and language; technology; and methods of research. This examination allows us to assess as a community where we were, where we are, and where we might go in the future.

Call for MTE Editor

2013 ◽  
Vol 1 (2) ◽  
pp. 198-199
Keyword(s):  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Educator ◽  
National Council ◽  
Online Journal ◽  
Mathematics Teacher Educators ◽  
Mathematics Teacher Educator

The Association of Mathematics Teacher Educators (AMTE) and the National Council of Teachers of Mathematics (NCTM) seek applications for editor of their joint online journal Mathematics Teacher Educator for a term beginning May 2014.

From Dissertation to Publication in Mathematics Teacher Educator

2021 ◽  
Vol 10 (1) ◽  
pp. 3-8
Author(s):  
Karen Hollebrands ◽  
Heather West ◽  
Valerie Faulkner ◽  
Emily Elrod
Keyword(s):  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Mathematics Teacher Educators ◽  
Mathematics Teacher Educator ◽  
Shared Problem

In this editorial, we provide suggestions for authors who are preparing a manuscript for the Mathematics Teacher Educator journal that is based on a dissertation. We recommend that authors begin by examining their findings and identifying a focus that addresses a shared problem of practice for mathematics teacher educators. Authors should become familiar with the journal by reading editorials and related articles published in the journal. Finally, the Writing Tool can serve as a guide for preparing an outline for the manuscript, which can be shared with the editors and colleagues for feedback.

Editorial: Building a Professional Knowledge Base

2014 ◽  
Vol 2 (2) ◽  
pp. 106-107
Keyword(s):  
Knowledge Base ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mission Statement ◽  
Teacher Educator ◽  
Professional Knowledge ◽  
Mathematics Teacher Educators ◽  
Mathematics Teacher Educator ◽  
Education Community ◽  
Practitioner Knowledge

The mission statement for Mathematics Teacher Educator states that the journal “will contribute to building a professional knowledge base for mathematics teacher educators that stems from, develops, and strengthens practitioner knowledge.” In this editorial, I will discuss what this means and how the members of the mathematics education community can contribute to the development of this knowledge base.

scholarly journals A design approach to mathematics teacher educator development in East Africa

2020 ◽  
Vol 6 (1) ◽  
pp. 1-16
Author(s):  
Jennie Golding ◽  
Marjorie Sarah K. Batiibwe
Keyword(s):  
Teacher Development ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Sub Saharan Africa ◽  
Mathematics Teacher Educators ◽  
Theoretical Approaches ◽  
Mathematics Teacher Educator ◽  
Reported Study ◽  
Educator Development

Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning ‘Mathematical Thinking and IT’ course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, ‘What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?’A variety of qualitative tools were used to track the course’s impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators’ institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints

Commentary: Mathematics Teacher Educator: A Milestone in the History of the Association of Mathematics Teacher Educators

2012 ◽  
Vol 1 (1) ◽  
pp. 5-6
Author(s):  
Marilyn Strutchens
Keyword(s):  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Educator ◽  
National Council ◽  
Organizational Goals ◽  
Mathematics Teacher Educators ◽  
Mathematics Teacher Educator ◽  
History Of

The Association of Mathematics Teacher Educators (AMTE) is excited to serve as a co-partner with the National Council of Teachers of Mathematics (NCTM) in publishing Mathematics Teacher Educator (MTE), a practitioner journal for mathematics teacher educators, which will serve as a milestone in the history of AMTE. The mission and goals of MTE, listed below, support our members and our organizational goals.

Taking Stock: MTE's Contribution to Building a Knowledge Base for the Practice of Mathematics Teacher Education

2016 ◽  
Vol 5 (1) ◽  
pp. 3-7 ◽  
Author(s):  
Kristen Bieda
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Teacher Educator ◽  
Mathematics Teacher Educators ◽  
Link Type ◽  
Mathematics Teacher Educator

When you link to http://www.nctm.org/Publications/mathematics-teacher-educator/About-Mathematics-Teacher-Educator/ to learn about writing a manuscript for publication in Mathematics Teacher Educator (MTE), one aspect of the call for manuscripts that likely stands out is the importance of informing the practice of mathematics teacher education. This directive in the call raises questions such as What is meant by “practice” in the MTE call, considering Lampert's (2010) unpacking of the various ways scholars use this term when talking about teaching? Why do we need work that speaks to the practice of mathematics teacher education? How is mathematics teacher education a practice? Over a decade ago, scholars fervently debated whether teaching, more broadly, is a practice (see Noddings, 2003) and, certainly, the issue is not yet settled. Meanwhile, the demand facing mathematics teacher educators to better educate teachers means more support is needed for those doing the work; mathematics teacher educators continue to face increasing pressure to prepare teachers to engage in more “ambitious teaching” (Newmann & Associates, 1996) than what was expected nearly three decades ago.

Editorial: Mathematics Teacher Educator: An Opportunity to Share, Verify, and Improve

2012 ◽  
Vol 1 (1) ◽  
pp. 3-4
Keyword(s):  
Knowledge Base ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Teacher Educator ◽  
Mathematics Teacher Educators ◽  
Mathematics Teacher Educator ◽  
Practitioner Knowledge ◽  
Mathematics Educators ◽  
Over Time

Mathematics Teacher Educator is the first journal dedicated specifically to issues in mathematics teacher education, providing a much-needed forum for supporting and improving the practice of educating teachers of mathematics. As the Editorial Panel articulated in the call for manuscripts (http://www.amte.net/publications/mte), the mission of Mathematics Teacher Educator is “to contribute to building a professional knowledge base for mathematics teacher educators that stems from, develops, and strengthens practitioner knowledge. The journal provides a means for practitioner knowledge related to the preparation and support of teachers of mathematics to be not only shared but also verified and improved over time. The journal is a tool to build the personal knowledge that mathematics educators gain from their practice into a trustworthy knowledge base that can be shared with the profession.”

scholarly journals Mathematical Specialized Knowledge of a Mathematics Teacher Educator for Teaching Divisibility

2021 ◽  
Vol 15 (3) ◽  
pp. 187-210
Author(s):  
Marieli Vanessa Rediske de Almeida ◽  
Miguel Ribeiro ◽  
Dario Fiorentini
Keyword(s):  
Secondary Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Division Algorithm ◽  
Specialized Knowledge ◽  
Mathematics Teacher Educators ◽  
Mathematics Teacher Educator ◽  
Prospective Secondary Teachers

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.

Mathematics Teacher Educator: Looking Back and Looking Forward

2019 ◽  
Vol 8 (1) ◽  
pp. 3-6
Author(s):  
Karen Hollebrands
Keyword(s):  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Educator ◽  
High Quality ◽  
Online Journal ◽  
Mathematics Teacher Educators ◽  
Mathematics Teacher Educator ◽  
Look Back ◽  
Unique Identity ◽  
Looking Back

In this editorial, I look back at what the Mathematics Teacher Educator journal has accomplished during its short existence. In particular, I examine how past editors and panelists have worked to clearly establish the unique identity of the journal. This clearly articulated vision has assisted in attracting well-aligned, high-quality manuscript submissions. It also provides educative scaffolds for authors, reviewers, and editors that have led to the publication of articles relevant to mathematics teacher educators. I then look forward to consider how we can harness the power of the internet to enrich readers' experiences with the journal. Many ways exist for an online journal to capitalize on technology to communicate, interact, and connect.

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