Commentary: Mathematics Teacher Educator: The Evolution of a New Journal

J. Michael ShaughnessyImmediate Past President of the National Council of Teachers of Mathematics

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In the past decade, there has been a growing interest in the role that practitioners play as stakeholders in and coproducers of professional knowledge and of research knowledge in mathematics education (Kieran, Krainer, & Shaughnessy, in press). Although the wellspring of professional knowledge and craft wisdom of teachers has been sparsely tapped in previous decades, there are now signs from all over the world that teachers are playing an increasingly important role in research on the teaching and learning of mathematics (Bednarz, 2004; Fernandez & Yoshida, 2004; Herbel-Eisenmann & Cirillo, 2009; Huang & Bao, 2006; Jaworski et al., 2007; Makar & O'Brien, in press). A recent conference brought together practitioners, teacher educators, and researchers in mathematics education to develop a research agenda that will provide closer links between research and practice (NCTM, 2010).

Contributor Notes

J. Michael Shaughnessy, Portland State University, 323 NH, Portland, OR 97207;

(Corresponding author is Shaughnessy
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