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 

Racism impacts the lives of students who identify as Black, Indigenous, or People of Color (BIPOC) in a myriad of ways. It is important that future teachers go beyond individual acts of racism to understand how racism operates as a system. To this end, we designed and implemented a statistical investigation with 13 preservice teachers using real traffic stop data from a local city. We were interested in how preservice teachers explained the role of racism in the policing of traffic stops. Drawing on a framing of systemic racism as an intertwining of individual, cultural, and institutional factors, we found that most of the preservice teachers made connections between the results of their statistical investigations and broader institutional factors that affect policing. Statistical investigations using large datasets that highlight disparities based on race provide affordances for preservice teachers to start thinking about systemic racism. Further, the investigations can normalize challenging conversations around race and racism in mathematics and statistics content courses.

Research has shown there are algebra concepts elementary teachers can introduce that help prepare elementary students for the eventual transition to algebra (e.g., the relational interpretation of the equal sign). Early algebra refers to the use of informal approaches to introduce such concepts to elementary students. Strip diagrams, a type of informal diagram, can be used for early algebra. We present an instructional sequence mathematics teacher educators could use to introduce elementary preservice teachers to or reacquaint them with strip diagrams. We also present strategies elementary pre-service teachers used to solve strip diagram problems before and after participating in our instructional sequence. We conclude with a discussion about the strategies and implications for teaching early algebra to elementary preservice teachers.

This study examines early childhood preservice teachers’ experiences using diverse picture books to create social justice mathematics lesson plans referencing the Learning for Justice (2022) Social Justice Standards. Data analysis of lesson plans and reflective responses indicated that most preservice teachers designed segmented lessons siloing social justice standards, mathematical concepts, and literature selections. They also selected literature and social justice mathematics lessons connecting Identity and Diversity standards more than Justice and Action standards, thereby exhibiting varied preferences and understandings toward specific targeted goals when planning lessons to develop justice-oriented critical consciousness in mathematics settings. Recommendations note explicit opportunities for preservice teachers to engage with diverse picture books and social justice mathematics lesson plans referencing each domain to develop their professional practice.

Author:

Mathematics teacher education has increasingly compelled mathematics teacher educators (MTEs) to take up the challenge of preparing prospective teachers to embrace justice-oriented pedagogies. Given the current climate of growing attacks on critical educators, I argue for the need to make visible and organize the ongoing ways MTEs engage in justice-oriented pedagogies. Grounded in Collins’ (2012) conceptualization of intellectual activism and Picower’s (2012) conceptualization of practitioner activism, I conducted an analysis of Association of Mathematics Teacher Educators affiliated materials to illuminate the ways MTEs are already engaging in and sharing their activism work. A framework is proposed to make visible the connected ways MTEs engage in activism and discuss how, as a collective, MTEs can stand together against injustices in mathematics education.

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

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 
  • Josh Green, Managing Editor

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%
Jan 2022 - Dec 2024 42 223 18.8%

 

 

 

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

Submission Types Overview

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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