Shape the future of high school mathematics education, where every student can find purpose and possibility in the power of math.
The January issue of JRME includes a Brief Report about asynchronous teacher professional development and a Research Commentary on using learning opportunities as a way to measure quality teaching. The editorial reflects on the genre of empirical research reports.
The February 2024 issue of Mathematics Teacher Educator is a special issue devoted to elevating teacher voices. These five articles center teachers in discussing syllabus design, design thinking, decolonizing lesson study, professional development, and teaching in an emergency.