scholarly journals Mathematics Teacher Educator Identity: A Conversation Between a Specialist and Generalist

in education ◽  
2013 ◽  
Vol 16 (2) ◽  
Author(s):  
M. Shaun Murphy ◽  
Florence Glanfield
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Public Schools ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Teacher Educator ◽  
Mathematics Teacher Educator ◽  
Mathematics Educators ◽  
Curriculum Making ◽  
Stories To Live By

In this paper we consider the ways the constructs of being a generalist and specialist in teaching have contributed to our stories to live by in mathematics teacher education. We employ narratives of experience to serve as frames for our discussion in this paper. We explore how our work in public schools contributed to our practice in teacher education and the ways this shapes our curriculum making with preservice teachers. Our stories to live by as mathematics educators highlight how curriculum is more than subject matter objectives and how we are shaped in our relationships with learners.Keywords: mathematics; generalist; specialist; curriculum; stories to live by; narrative inquiry

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.”

Editorial: Linking Claims and Evidence

2013 ◽  
Vol 1 (2) ◽  
pp. 105-107
Author(s):  
Margaret S. Smith
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Teacher Educator ◽  
Research Journal ◽  
Mathematics Teacher Educator

Building a trustworthy knowledge base for mathematics teacher education–the mission of Mathematics Teacher Educator–requires that manuscripts convey more than stories of practice, however compelling. Manuscripts must include evidence of the effectiveness of the intervention being described beyond anecdotal claims or personal intuitions. As the Editorial Panel articulated in the call for manuscripts, “the nature of evidence in a practitioner journal is different from that in a research journal, but evidence is still critically important to ensuring the scholarly nature of the journal. Thus, authors must go beyond simply describing innovations to providing evidence of their effectiveness. Note that effectiveness implies that something is better and not just different as a result of the innovation.” Hence, claims must be supported by evidence. In this editorial, I discuss the nature of evidence appropriate for articles in Mathematics Teacher Educator

scholarly journals Preservice Teachers’ Eliciting and Responding to Student Thinking in Lesson Plays

Mathematics ◽  
2021 ◽  
Vol 9 (22) ◽  
pp. 2842
Author(s):  
Ji-Eun Lee ◽  
Woong Lim
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Learning Opportunities ◽  
Student Thinking ◽  
Assessment Design ◽  
Wide Range ◽  
Design Activities ◽  
Lesson Play

This study presents an analysis of 95 lesson play scripts—hypothetical dialogues between the teacher and a student—written by 32 preservice teachers (PSTs). Writing lesson scripts was part of the assessment design activities to elicit and respond to students’ thinking. The findings present the types and frequencies of teacher talks/moves in fraction-related tasks during a stage of lesson plays, such as launch, active elicitation, and closure. Our analysis indicates a wide range in the number of turns taken by the PSTs, while there is little correlation between the number of turns and effectiveness at eliciting and responding to student thinking. The study also confirmed that some unproductive talk moves were still present in the lesson play context, although the PSTs had plenty of time to craft a script. This study drew implications of PSTs’ prior perceptions, experiences, knowledge, and needs in mathematics teacher education regarding the ways to create learning opportunities for them to elicit and respond to student thinking.

scholarly journals Preservice teacher mobile investigation and interpretation of everyday mathematics across settings

2017 ◽  
Author(s):  
Jeremiah (Remi) Kalir
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Mobile Learning ◽  
Mathematics Teacher ◽  
Mathematics Learning ◽  
Mathematics Teacher Education ◽  
Everyday Mathematics ◽  
Daily Lives ◽  
K 12

This study reports upon design-based research that enacted mobile mathematics learning for preservice teachers across classroom, community, and online settings. The integration of mobile learning within mathematics teacher education is understudied, and it is necessary to better understand mobile technology affordances when locating disciplinary inquiry across settings. A curriculum module was designed to support preservice teachers’ participation in two mathematics education and mobile learning repertoires: a) mobile investigation of disciplinary concepts situated in community locations and circumstances, and b) mobile interpretation of connections between school and everyday mathematics. This exploratory case study analyzes three module iterations and identifies the qualities of preservice teachers’ cross-setting disciplinary connections. Reported mobile learning outcomes include connections preservice teachers produced among mathematics concepts, mathematical actions, and material objects, and also connections produced between school mathematics and everyday circumstances. Findings indicate preservice teachers established disciplinary connections when participating in commercial and civic activities relevant to their daily lives. Yet other mathematics concepts and practices were either seldom investigated, only vaguely described, or not representative of K-12 students’ interests and cultures. Design recommendations and implications are suggested for subsequent attempts at situating preservice teacher learning outside of the mathematics teacher education classroom and across multiple settings through mobile learning.

scholarly journals Stories in Mathematics Teacher Education: Preservice Teachers’ Experiences Creating an Important Book

2018 ◽  
Vol 11 (2) ◽  
pp. 211-222 ◽  
Author(s):  
Limin Jao
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Mathematics Teacher Education ◽  
Secondary Mathematics ◽  
Teachers Experiences ◽  
Personal Experiences ◽  
Writing Task

This paper describes a mathematics task inspired by a children’s storybook, The Important Book by Margaret Wise Brown, and how secondary mathematics preservice teachers’ (PSTs’) experiences with this reform-based task influenced their development as educators. Findings suggest that PSTs enjoyed the opportunity to be creative and make connections to personal experiences. Engaging in this writing task also affected PSTs’ development as mathematics teachers as it allowed them to think more broadly about mathematics teaching and see the value in reform-based approaches for teaching.

Mathematics Autobiographies

2012 ◽  
Vol 106 (1) ◽  
pp. 80
Author(s):  
Jan A. Yow
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teacher ◽  
Mathematics Anxiety ◽  
Classroom Teacher ◽  
Teacher Educator ◽  
Mathematics Teacher Educator

Mathematics anxiety among students and their parents has been documented for years (Fiore 1999; Jackson and Leffingwell 1999). As a classroom teacher, I saw it often in the eyes of my students on the first day of class. Now, as a mathematics teacher educator, I see a passion for mathematics in the eyes of my preservice teachers. How students feel about mathematics makes a difference in how they will learn and how they will teach (Hembree 1990). As a result of research and my own experience, the first assignment that I give students each year is to write a mathematics autobiography. In addition, I ask their parents to write a letter that introduces me to their son or daughter.

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