Mathematics Teacher Educator

About Mathematics Teacher Educator

 

Mission and Goals

Mathematics Teacher Educator works to build 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 public, shared, and stored, but also verified and improved over time (Hiebert, Gallimore, and Stigler 2002).

 

Mathematics Teacher Educator is a scholarly, peer-reviewed journal for practitioners. Three issues of the journal are published each year. Mathematics Teacher Educator is available to NCTM Premium Members. 

Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One? Educational Research, 31, 3-15. https://doi.org/10.3102/0013189X031005003 

The Access, Allies, and Agency in Mathematical Systems project team designed a professional development for mathematics teachers positioning equity at the systemic level and activities aimed at supporting mathematics teachers in considering the influence of privilege and oppression on mathematics teaching and learning (Scroggins, 2017). Here, we examine the levels of oppression activity, aimed at supporting mathematics teachers in understanding that oppression operates at multiple levels (i.e., as a system) and that these levels exist and operate in/on mathematics education. Such understanding can support mathematics teachers in disrupting inequities, and how mathematics teachers engage in this activity can support mathematics teacher educators in preparing teachers to do such work. Specifically, we explore the question: How does this activity support mathematics teachers’ understanding of levels of oppression?

The preparation of mathematics teacher educators (MTEs) varies widely, with little guidance regarding the essential skills and knowledge necessary to tackle the field’s looming challenges. Equitable access to, and engagement with, mathematics has surfaced as an elusive goal of mathematics education organizations. MTEs, therefore, ought to identify and engage with resources that help them comprehend and confront systemic oppression and inequities. We present the process and reflections from an examination of MTEs’ professional growth through engagement in a collaborative interrogation of critical texts outside of mathematics education. Participation in this series of structured readings and dialogue led MTEs to develop a deeper understanding of the historical movements and events that created today’s local and global status quos. Furthermore, MTEs could more readily make connections between macrocontexts of colonialism, violence, and oppression, and the micromanifestations of power and marginalization within mathematics education. Implications for future development of MTEs are discussed.

[The If the World Were a Village book (Smith, 2011) and activity (described in this article)] was a really good way to open one’s perspective. As an American, I tend to be a bit focused on the United States, so to see how much [or how little] of the world is actually represented in my perspective was enlightening.

Living in the United States . . . I was surprised that only 5% [of the world population] were from North America.

Long-standing and ongoing calls exist for making mathematics meaningful, relevant, and applicable outside the classroom. Major mathematics education organizations (National Council of Teachers of Mathematics [NCTM], National Council of Supervisors of Mathematics [NCSM], Association of Mathematics Teacher Educators [AMTE], TODOS: Mathematics for ALL) have called for mathematics to be seen as a tool for understanding and critiquing the world. To prepare students and teachers to do this, we must go beyond “everyday" contexts and include analysis of social justice issues into our courses. We share an activity designed to address these calls while also addressing the mathematics goals of the course. We share data showing that prospective teachers learned mathematics while also learning about their world and reframing their view of mathematics as a tool to make sense of the world.

This article details the design and implementation of a professional development model called Learning Trajectory-Based Lesson Study focused on issues of equity, identity, and agency. We developed the Vertical Articulation to Unpack the Learning Trajectory (VAULT) tool to orient teachers’ instructional planning toward an asset-based view of students’ mathematics competencies. We examined teachers’ use of the VAULT to plan, implement, and debrief on student strategies for one spatial reasoning task in elementary, middle, and high school classrooms. The VAULT facilitated intentional planning for a progression of anticipated strategies and equitable access to instruction. Teachers demonstrated an asset-based view of all student thinking independent of grade-level expectations.

MTE is a scholarly, peer-reviewed journal for practitioners in mathematics teacher education that is published three times a year. MTE contributes to building a professional knowledge base for mathematics teacher educators that stems from, develops, and strengthens practitioner knowledge. The audience for the journal is broadly defined as anyone who contributes to the preparation and professional development of pre-K–12 pre-service and in-service teachers of mathematics. Mathematics teacher educators include mathematics educators, mathematicians, teacher leaders, school district mathematics experts, and others.

Ethics Statement

MTE is committed to the ethical treatment of all involved in the publishing process. 

A guest editor is assigned to manuscripts authored by any individuals who have a conflict of interest with the editorial team. 

We expect manuscript authors to adhere to accepted publushing standards ethics. Authors must accept sole responsibility for the factual accuracy of their contributions and for obtaining permission to use data and copyrighted sources. 

Similarly, we expect reviewers to adhere to ethical reviewer practices. Reviewers should honor the confidentiality and intellectual property of manuscripts, should be respectful in communicating their feedback, and should provide feedback that is honest and unbiased. All communications regarding manuscripts are privileged. Reviewers are expected to report to the editor any conflict of interest, suspicion of duplicate publication, fabrication of data, or plagiarism. 

 

Editorial Board

  • Karen Hollebrands, Editor
  • Valerie Faulkner, Associate Editor

    Panel Members
  • Laura Bofferding, Panel Chair
  • Matt Campbell, Panel Member
  • Zandra de Araujo, Panel Member
  • Alison Castro Superfine, Panel Member
  • Keith Leatham, Panel Member
  • Rajeev Virmani, Panel Member
  • Beth Kobett, NCTM Board Liaison
  • Marielle Myers, AMTE Board Liaison
  • Babette Benken, AMTE VP of Publications
  • David Barnes, NCTM Staff Liaison

 Headquarters Journal Staff

  • David E. Barnes, Associate Executive Director
  • Ken Krehbiel, Executive Director
  • Eleanore Tapscott, Director of Publications
  • Tristan Coffelt, Production Manager

Mathematics Teacher Educator Acceptance Rate

The acceptance rate for the Mathemtics Teacher Educator journal is the percentage of submitted articles accepted during three consecutive calendar years; It is calculated by summing the total number of articles accepted (accept, accept with major revisions, and accept with minor revisions) and dividing that number by the total number of articles submitted (new manuscripts and revised manuscripts.) The acceptance rates are shown in the table that follows. 

Three year period Accepted Submitted Acceptance Rate
Jan 2014 - Dec 2016 24 214 11.20%
Jan 2015 - Dec 2017 25 177 14.10%
Jan 2016 - Dec 2018 24 153 15.70%
Jan 2017 - Dec 2019 30 163 18.40%
Jan 2018 - Oct 2020 26 183 14.20%

 

 

 

What to Write for MTE

The mission of the online journal Mathematics Teacher Educator (MTE) 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 forum for sharing practitioner knowledge related to the preparation and support of teachers of mathematics as well as for verifying and improving that knowledge over time. The journal is thus a tool that uses the personal knowledge that mathematics educators gain from their practice to build a trustworthy knowledge base that can be shared with the profession.

Therefore, all manuscripts should be crafted in a manner that makes the scholarly nature of the work apparent. Toward that end, manuscripts should contain a description of the problem or issue of mathematics teacher education that is addressed, the methods/interventions/tools that were used, the means by which these methods/interventions/tools and their results were studied and documented, and the application of the results to practice (both the authors’ practice and the larger community).

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. In addition, authors should make explicit the specific contribution to our knowledge. Findings should be reported with enough warrants to allow the construction or justification of recommendations for policy and practice.

Manuscript Preparation

Manuscripts should be no longer than 25 pages of text or 6,250 words (exclusive of references). For ease of reading by reviewers, all figures and tables should be embedded in the correct locations in the text. All manuscripts should be formatted according to the guidelines of the Publication Manual of the American Psychological Association (7th edition). Manuscripts not conforming to these specifications may be returned without review. Please submit manuscripts using the online manuscript submission and review system.

Because MTE is published online-only, authors are encouraged to take advantage of the possibilities of this medium by including items such as student work, videos, applets, hyperlinks, and other items that enhance the manuscript. Appropriate permission for such items must be submitted before a manuscript will be accepted for publication. In addition, color can be used to the extent that it enhances the submission.

Resources

So You Want to Be an MTE Author? A Tool for Writing Your Next MTE Manuscript

 

 

 

Mathematics Teacher Educator (MTE) is a scholarly, peer-reviewed online journal for practitioners. Effective with the 2021 volume year, three issues of this journal are published each year and subscription is included with NCTM Premium Membership.

The primary audience of Mathematics Teacher Educator is practitioners in mathematics teacher education, with practitioner broadly defined as anyone who contributes to the preparation and professional development of pre-K–12 pre-service and in-service teachers of mathematics. Mathematics teacher educators include but are not limited to mathematics educators, mathematicians, teacher leaders, school district mathematics experts, and professional development providers. Learn more about MTE now.

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