From Dissertation to Publication in Mathematics Teacher Educator

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.

Mathematical Specialized Knowledge of a Mathematics Teacher Educator for Teaching Divisibility

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.

A design approach to mathematics teacher educator development in East Africa

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

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

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.

PROBLEMATIZACIÓN Y CONOCIMIENTO ESPECIALIZADO DEL FORMADOR DE PROFESORES DE MATEMÁTICAS

Se presenta una reflexión sobre el lugar que ocupa la problematización en el conocimiento del formador de profesores de matemáticas. Tanto la problematización de saberes como los estudios sobre el formador de profesores son temas que se han trabajado escasamente y mucho menos se ha visto cómo ellos se pueden articular para mejorar los procesos de formación de profesores de matemáticas. La problematización es un término bastante utilizado en la formación de docentes; sin embargo, poco se ha profundizado sobre su naturaleza y desarrollo en los procesos formativos; de igual manera, los avances en el tema del conocimiento del formador de profesores no han sido tampoco muy trabajados, a pesar de la importancia que se le reconoce a este actor en los procesos de transformación educativa. Para abordar la relación entre la problematización y el conocimiento especializado del profesor en los procesos de formación, desarrollamos algunas ideas sobre los tipos de conocimientos que un formador de profesores de matemáticas debería tener; luego se aclara lo que se entiende por problematización, su caracterización y las condiciones para que ésta se desarrolle en los procesos formativos. Finalmente se reconoce que son los espacios formativos donde la problematización y el conocimiento del formador de profesores se complementan para lograr procesos formativos caracterizados por la reflexión sobre la práctica. Concluimos con una serie de ideas de lo que podría ser una agenda de investigación sobre estos dos aspectos: el de la problematización y el conocimiento del formador de profesoresPalabras claves: Formador de Profesores, Problematización, Conocimiento del profesorProblematização e conhecimento especializado do professor de MatemáticaResumoÉ apresentada uma reflexão sobre o lugar que a problematização ocupa no conhecimento do formador de professores de matemática. Tanto a problematização do conhecimento quanto os estudos sobre o professor formador são assuntos pouco trabalhados, muito menos visto como eles podem ser articulados para melhorar os processos de formação de professores de matemática. Problematização é um termo amplamente utilizado na formação de professores; no entanto, pouco foi feito sobre sua natureza e desenvolvimento nos processos de treinamento; Da mesma forma, os avanços no tema do conhecimento do professor formador também não foram muito trabalhados, apesar da importância que esse ator é reconhecido nos processos de transformação educacional. Para abordar a relação entre problematização e conhecimento especializado de professores em processos de treinamento, algumas idéias são desenvolvidas sobre os tipos de conhecimento que um professor de matemática deve ter; Em seguida, esclarece-se o que se entende por problematização, sua caracterização e as condições para que ele se desenvolva nos processos de treinamento. Por fim, reconhece-se que são os espaços de formação em que a problematização e o conhecimento do professor formador se complementam para alcançar processos de formação caracterizados pela reflexão sobre a prática. Conclui com uma série de idéias do que poderia ser uma agenda de pesquisa sobre esses dois aspectos: o da problematização e o conhecimento do professor formadorPalavras chaves: Formador de Professores, Problematização, Conhecimento do professorProblematization and specialized knowledge of the Mathematics Teacher´s EducatorAbstractA reflection is presented on the place that problematization occupies in the knowledge of the mathematics teacher trainer. Both the problematization of knowledge and studies on the teacher educator are subjects that have been scarcely worked on, much less seen how they can be articulated to improve the training processes of mathematics teachers. Problematization is a term widely used in teacher training; however, little has been done about its nature and development in the training processes; in the same way, the advances in the subject of the knowledge of the teacher educator have not been much worked either, in spite of the importance that this actor is recognized in the processes of educational transformation. To address the relationship between problematization and specialized teacher knowledge in training processes, some ideas are developed about the types of knowledge that a mathematics teacher educator should have; Then it is clarified what is meant by problematization, its characterization and the conditions for it to develop in training processes. Finally, it is recognized that they are the training spaces where the problematization and the knowledge of the teacher educator complement each other to achieve training processes characterized by reflection on practice. It concludes with a series of ideas of what could be a research agenda on these two aspects: that of problematization and the knowledge of the teacher educatorKeywords: Teacher Educator, Problematization, Teacher knowledge