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: 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.

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

When Mathematics Teacher Educators Come Under Attack

2018 ◽  
Vol 6 (2) ◽  
pp. 68-74
Author(s):  
Rochelle Gutiérrez
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Professional Organizations ◽  
Mathematics Teacher Educators ◽  
And Mathematics ◽  
The One ◽  
Historical Moment

We are in an interesting historical moment in mathematics teacher education. On the one and, there is greater realization within our field of the connections between systems of power and mathematics (O'Neil, 2016). We are starting to acknowledge how mathematics education can be viewed as dehumanizing for both students and teachers as well as what might constitute rehumanizing practices (Gutiérrez, in press). Our professional organizations are calling for teachers to move beyond simplistic notions of equity to understand these power dimensions and challenge the system on behalf of (and in community with) Black,1 Indigenous,2 and Latinx3 students in particular

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.

Commentary: Should Mathematics Teacher Education Be Politically Neutral?

2017 ◽  
Vol 6 (1) ◽  
pp. 67-72 ◽  
Author(s):  
Mathew D. Felton-Koestler ◽  
Courtney Koestler
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Policy Makers ◽  
The Public ◽  
Mathematics Teacher Educators ◽  
Political Landscape ◽  
The Face

Many current and prospective teachers, policy makers, and members of the public view mathematics as neutral and objective, and they expect mathematics teaching and teacher education to be neutral as well. But what would it mean to think of mathematics teacher education as politically neutral? Below we consider some questions that we see as highlighting why mathematics teacher education cannot be neutral. We are not the first to raise these issues, but we appreciate the opportunity to discuss and reflect on them among a community of mathematics teacher educators. Although these questions have always been relevant, we see their importance growing in the face of the increased mathematization of our world and a highly polarized political landscape with a seemingly increased public acceptance of oppressive discourse and actions (Potok, 2017).

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