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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
Social justice mathematical modeling is powerful in helping teachers build awareness of social issues, critique existing systems, and engage in rich mathematical reasoning. In this article, we document a task in which 28 preservice teachers (PSTs) explored if teacher pay is fair and how to define “fair” mathematically. Through qualitative analysis of PSTs’ reflections, we studied the effectiveness of the task through the lens of critical consciousness. Twenty-six of the participants reported developing social and mathematical agency with respect to the task. Because the task related to PSTs’ lived experiences, it allowed them to examine their assumptions about teacher pay, empowered them to use mathematics to explore different perspectives, and helped them envision ways they could enact change.
In this article, we explore the power relationships and positioning that occurred between caregivers and teachers who engaged in mathematics tasks as a part of a year-long project involving workshops. Specifically, we explore the shifts in power and positioning that occurred when the tasks were grounded in the caregivers’ funds of knowledge, in contrast to the positioning that occurred during problem-solving tasks that were not. Our analysis indicates that using funds of knowledge in mathematics has the potential to create collaborative and not hierarchical relationships between caregivers and teachers. This result has implications for the mathematics classrooms of multilingual learners.
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This article reports on a framework for collective professional learning and its influence on the development of four early-career mathematics teacher educators as they work to transform their practice. The Collective Reflection for Change (CRC) framework centers on a shared referent to orient collaborative noticing and wondering. Findings from an initial pilot of the CRC framework indicate that integrating a structured framework for collective reflection grounded in the use of a shared referent within the practice of noticing and wondering can support groups of professionals, regardless of familiarity or relationship, as they participate in dialogue around transforming practice.
In this Perspective on Practice, we describe an application of recommendations made in “Formative Assessment in Secondary Mathematics: Moving Theory to Recommendations for Evidence-Based Practice” (Kenney et al., 2022), which was recently published in this journal. The authors made recommendations for mathematics teacher educators about conducting professional development sessions related to formative assessment. After conducting our own workshop for K–5 teachers and considering the recommendations of Kenney and her colleagues, we share our observations about the benefits of a good opening task for jumpstarting a productive session on formative assessment.
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
- Rose Mary Zbiek, Editor (rmz101@psu.edu)
- Kate Johnson, Associate Editor (johnson@mathed.byu.edu)
Panel Members
- Andrew Tyminski, Panel Chair
- Yasemin Copur-Gencturk, Panel Member
- Signe Kastberg, Panel Member
- Kari Kokka, Panel Member
- Gladys Krause, Panel Member
- Katherine Sun, Panel Member
- Jennifer Wolfe, Panel Member
- Stacie Kaichi-Imamura, NCTM Board Liason
- Kristin Lesseig, AMTE Board Liaison
- Susan Swars Auslander, 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 2017 - Dec 2019 | 30 | 163 | 18.4% |
| Jan 2018 - Dec 2020 | 27 | 190 | 14.2% |
| Jan 2019 - Dec 2021 | 33 | 203 | 16.3% |
| Jan 2020 - Dec 2022 | 29 | 225 | 12.9% |
| Jan 2021 - Dec 2023 | 38 | 216 | 17.6% |
Supporting Teachers to Engage Traditionally Marginalized Learners—Call for Manuscripts
MTE is seeking manuscripts for publication in 2025 that describe how mathematics teacher educators prepare teachers to honor and build upon K-12 students’ strengths and funds of knowledge.
Download the 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.
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