When you link to http://www.nctm.org/Publications/mathematics-teacher-educator/About-Mathematics-Teacher-Educator/ to learn about writing a manuscript for publication in Mathematics Teacher Educator (MTE), one aspect of the call for manuscripts that likely stands out is the importance of informing the practice of mathematics teacher education. This directive in the call raises questions such as What is meant by “practice” in the MTE call, considering Lampert's (2010) unpacking of the various ways scholars use this term when talking about teaching? Why do we need work that speaks to the practice of mathematics teacher education? How is mathematics teacher education a practice? Over a decade ago, scholars fervently debated whether teaching, more broadly, is a practice (see Noddings, 2003) and, certainly, the issue is not yet settled. Meanwhile, the demand facing mathematics teacher educators to better educate teachers means more support is needed for those doing the work; mathematics teacher educators continue to face increasing pressure to prepare teachers to engage in more “ambitious teaching” (Newmann & Associates, 1996) than what was expected nearly three decades ago.
Kristen N. Bieda
Discussions about school mathematics often address the importance of reasoning and proving for building students' understanding of mathematics. However, there is little research examining how teachers enact tasks designed to engage students in justifying and proving in the classroom. This article presents results of a study investigating the processes and outcomes of implementing proof-related tasks in the classroom. Data collection consisted of observations of 7 middle school classrooms during implementation of proof-related tasks—tasks providing opportunities for students to produce generalizations, conjectures, or proofs—in the Connected Mathematics Project (CMP) curriculum by teachers experienced in using the materials. The findings suggest that students' experiences with such tasks are insufficient for developing an understanding of what constitutes valid mathematical justification.
Kristen N. Bieda
Scenarios of students using manipulatives to explore and justify mathematical ideas show how they are poised to generate effective proofs.
Kristen N. Bieda and Megan Staples
This article highlights the role of students' engagement in mathematical justification in supporting classrooms that provide equitable access to mathematics and develop students' agency for doing mathematics.
Kristen N. Bieda and Craig Huhn
Middle and high school mathematics teachers share what they learned about supporting students by conducting a series of three lesson studies.
research matters for teachers
Kristen N. Bieda and Jerilynn Lepak
Research explores how to help students build from, instead of building with, examples when justifying mathematical ideas.
Edited by Sandra Crespo and Kristen Bieda
When describing MTE, we often hear things like, “It is a practitioner journal,” “It is not like JRME,” and “It is more rigorous than MT, MTMS, or TCM journals.” All these things are true but do not quite capture what it is that makes MTE a journal dedicated to growing the knowledge base of mathematics teacher educators. What this says is that it is easier to state what MTE is not, and much more difficult to provide a clear-cut description of what the journal publishes. MTE is a journal attempting to do something that no other journal, not even those in other disciplines, has done. Although it may be convenient to try to understand the journal and the kinds of articles it publishes by comparing it with other journals we are familiar with, these comparisons ultimately fall short of providing the support needed to generate a manuscript that is a good “fit” for MTE. In this editorial, we offer a tool that could help prospective authors conceptualize and write manuscripts for this journal.
Kristen Bieda and Sandra Crespo
These are a sampling of the kinds of headlines that reach our email in-boxes on a weekly basis. The widespread use of Twitter (#iteachmath) and blogs (#mtbos) brings prospective and in-service teachers unprecedented access to knowledge and guidance that can inform teaching, but the sheer volume of information available comes at a cost. The cost is that authors feel that they have to entice readers with catchier titles and bolder claims, a phenomenon that is referred to in the popular media as clickbait. As we are learning from our current political climate, our U.S. culture may be becoming increasingly entranced with compelling headlines and less engaged with the evidence provided to support those headlines.
Sandra Crespo and Kristen Bieda
This editorial closes our 4-year tenure as editors of the MTE journal. Although time has surely flown, we have much to celebrate and to reflect on as we bid farewell to our editorial office. We have had the privilege and responsibility to continue the legacy of the founding editors (Peg Smith and Melissa Boston) and develop our vision for increasing the visibility and impact of this journal as well as to grow the diversity of perspectives, authors, and reviewers of the journal. With this editorial, we celebrate our journey, highlighting our top three accomplishments, and then outline top priorities for the journal as it moves forward under the editorship of the new incoming editors.
Kristen N. Bieda, Jillian Cavanna and Xueying Ji
Field experience can be a rich site for intern teachers to develop the knowledge and skills they need for effective teaching. Lesson study has been shown to be a powerful form of professional development that enhances practicing teachers' mathematical knowledge for teaching through collaborative inquiry with their peers. In this article, we discuss the use of mentor-guided lesson study to support mentor and intern collaboration in the field and share what we have learned about its potential to support interns' attention to student thinking. We will also share insights from the field for those interested in implementing this activity in teacher preparation coursework.