Analyzing Eight Years of Mathematics Teacher Educator Articles: Where We Were, Where We Are, and Where We Are Going

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.

Contributor Notes

Heather West, North Carolina State University

Emily Elrod, North Carolina State University

Karen Hollebrands, North Carolina State University

Valerie Faulkner, North Carolina State University

(Corresponding author is West hmwest@ncsu.edu)(Corresponding author is Elrod ekelrod@ncsu.edu)(Corresponding author is Hollebrands kfholleb@ncsu.edu)(Corresponding author is Faulkner vffaulkn@ncsu.edu)
Mathematics Teacher Educator
  • 1.

    AguirreJ.AnhaltC.CortezR.TurnerE. & Simic-MullerK. (2019). Engaging teachers in the powerful combination of mathematical modeling and social justice: The Flint water task. Mathematics Teacher Educator7(2) 726.

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  • 2.

    ArbaughF.GraysayD.KonukN. & FreeburnB. (2019). The three-minute-rehearsal cycle of enactment and investigation: Preservice secondary mathematics teachers learning to elicit and use evidence of student thinking. Mathematics Teacher Educator8(1) 2248.

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  • 3.

    BiedaK. (2016). Taking stock: MTE’s contribution to building a knowledge base for the practice of mathematics teacher education. Mathematics Teacher Educator5(1) 37.

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  • 4.

    CaseyS. & AmidonJ. (2020). Do you see what I see? Formative assessment of pre-service teachers’ noticing of students’ mathematical thinking. Mathematics Teacher Educator8(3) 88104.

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  • 5.

    Fukawa-ConnellyT.KleinV.SilvermanJ. & ShumarW. (2018). An online professional development model to support teachers’ ability to examine student work and thinking. Mathematics Teacher Educator6(2) 3951.

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  • 6.

    GrothR.BergnerJ.AustinJ.BurgessC. & HoldaiV. (2020). Undergraduate research in mathematics education: Using qualitative data about children’s learning to make decisions about teaching. Mathematics Teacher Educator8(3) 134151.

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  • 7.

    IzsákA.KulowT.BeckmannS.StevensonD. & ÖlmezI. (2019). Using coordinated measurement with future teachers to connect multiplication, division, and proportional relationships. Mathematics Teacher Educator8(1) 4975.

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  • 8.

    LovettJ.McCullochA.DickL. & CaytonC. (2020). Design principles for examining student practices in a technology-mediated environment. Mathematics Teacher Educator8(3) 120133.

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  • 9.

    MelhuishK.ThanheiserE. & FaganJ. (2019). The student discourse observation tool: Supporting teachers in noticing, justifying, and generalizing. Mathematics Teacher Educator7(2) 5774.

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  • 10.

    National Council of Teachers of Mathematics. (2020). About the Mathematics Teacher Educator journal https://pubs.nctm.org/view/journals/mte/mte-overview.xml?tab_body=About

  • 11.

    ShermanM.CaytonC. & ChandlerK. (2017). Supporting PSTs in using appropriate tools strategically: A learning sequence for developing technology tasks that support students’ mathematical thinking. Mathematics Teacher Educator5(2) 122157.

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  • 12.

    SmithM. S. (2012). Mathematics Teacher Educator: An opportunity to share, verify, and improve practitioner knowledge. Mathematics Teacher Educator1(1) 34.

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  • 13.

    WebelC. & ConnerK. A. (2017). Using simulated teaching experiences to perturb preservice teachers’ mathematics questioning practices. Mathematics Teacher Educator6(1) 926.

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  • 14.

    WoodsD. & WilhelmA. (2020). Learning to launch complex tasks: How instructional visions influence the exploration of the practice. Mathematics Teacher Educator8(3) 105119.

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