Author:
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
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 Common Core State Standards for Mathematical Practice asks students to look for and make use of structure. Hence, mathematics teacher educators need to prepare teachers to support students’ structural reasoning. In this article, we present tasks and rubrics designed and validated to characterize teachers’ structural reasoning for the purposes of professional development. Initially, tasks were designed and improved using interviews and small pilot studies. Next, we gave written structure tasks to over 600 teachers in two countries and developed and validated rubrics to categorize responses. Our work contributes to the preparation and support of mathematics teachers as they develop their own structural reasoning and their ability to help students develop structural reasoning.
Author:
In this article, I share a design-based research intervention meant to help mathematics district leaders build their capacity to engage with research quality. I present my design (i.e., principles, key features, and intervention structure) and elaborate on how the features of the design allowed for mathematics district leaders’ sensemaking of educational research quality, especially regarding the process for collecting data and research implications. I conclude with recommendations for mathematics teacher educators on how they might adapt my design to their contexts.
In this study, we investigated prospective secondary mathematics teachers’ development of a meaning for the Cartesian form of complex numbers by examining the roots of quadratic equations through quantitative reasoning. Data included transcripts of the two sessions of classroom teaching experiments prospective teachers participated in, written artifacts from these teaching sessions, and their answers to pre-and-post written assessment questions. Results point toward prospective teachers’ improved meanings regarding the definition of complex numbers and the algebraic and geometrical meanings of the Cartesian form of complex numbers. Implications for mathematics teacher education include providing specific tasks and strategies for strengthening the knowledge of prospective and in-service teachers.
Author:
, , , , , , , , and
Despite the complexity of facilitating professional development (PD) and growing attention to supporting facilitators, few tools exist for facilitators to engage in ongoing inquiry into their practice. In this article, we offer a practical measure, the Collaborative Professional Development Survey (CPDS), designed to provide facilitators with information about teachers’ perceptions of aspects of the PD learning environment that research indicates matter for teachers’ opportunities to learn. We illustrate how facilitators used the CPDS to support their collective inquiry into facilitation. We also illustrate the social processes that appeared to enable facilitators’ productive use of the CPDS, including a routine to analyze the resulting data, and the orientations that underpinned their analysis. We discuss implications for facilitators’ use of the CPDS.
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
- Michael Steele, Editor (mike@steelemathed.com)
- Kate Johnson, Associate Editor (johnson@mathed.byu.edu)
Panel Members
- Andrew Tyminski, Panel Chair
- Alison Castro Superfine, Panel Member
- Yasemin Copur-Gencturk, Panel Member
- Naomi Jessup, Panel Member
- Signe Kastberg, Panel Member
- Katherine Sun, Panel Member
- Zandra de Araujo, NCTM Board Liason
- Kristin Lesseig, 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
- Scott Rodgerson, Director of Publications and Creative Services
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 | 11.2% |
| Jan 2015 - Dec 2017 | 25 | 177 | 14.1% |
| Jan 2016 - Dec 2018 | 24 | 153 | 15.7% |
| Jan 2017 - Dec 2019 | 30 | 163 | 18.4% |
| Jan 2018 - Oct 2020 | 27 | 190 | 14.2% |
| Jan 2019 - Oct 2021 | 33 | 203 | 16.3% |
Elevating Teacher Voice—Special Call for Invited Manuscripts
The first-of-its-kind special call for invited manuscripts to MTE is seeking invited manuscripts for early 2024 publication that describe preservice or practicing teacher professional learning opportunities and elevate teacher voice.
Download the Elevating Teacher Voice call (PDF).
Perspectives on Practice
Perspectives on Practice, a new article format, debuted in the September 2022 issue. Perspectives on Practice articles showcase innovations in a previously published MTE article and describe how the scholarly work was interpreted, iterated, or improved on in practice.
Download the Perspectives on Practice Call (PDF).
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.
Powered by PubFactory