In this editorial, a model that is often followed when reporting results from research studies is compared and contrasted to the model used for manuscripts published in the
As educators and members of academic communities, most of us develop a cognitive model of a research manuscript early
This editorial explores relationships between reviewers and authors within the Mathematics Teacher Educator community and provides reasons why and ideas for how to write a strong review.
Why take on the role of reviewer? That is a question we have asked ourselves as we generate emails asking our peers to do just that. Why do we spend our time reviewing other people’s work? Perhaps we have a sense of obligation, a sense of fairness or duty: “Others have reviewed my work; I need to put in my time." This, perhaps, draws us in. But, from there, we hope many of you find there is something more, something special, in the process.
To help children understand the concrete concept that an abstract orthographic symbol represents, let's apply the same strategies we use for teaching background knowledge in reading.
In this editorial, we provide suggestions for authors who are preparing a manuscript for the Mathematics Teacher Educator journal that is based on a dissertation. We recommend that authors begin by examining their findings and identifying a focus that addresses a shared problem of practice for mathematics teacher educators. Authors should become familiar with the journal by reading editorials and related articles published in the journal. Finally, the Writing Tool can serve as a guide for preparing an outline for the manuscript, which can be shared with the editors and colleagues for feedback.
The Mathematics Teacher Educator journal is co-sponsored by the National Council of Teachers of Mathematics and the Association of Mathematics Teacher Educators. In June, both organizations released statements that call for mathematics teachers and mathematics teacher educators (MTEs) to “engage in anti-racist and trauma-informed education in our daily practices as processes of learning and adjustments” () and to “actively work to be anti-racist in our acts of teaching, research, and service” (). This editorial highlights equity-related interventions and tools that can be implemented by MTEs. We reiterate statements made by NCTM and AMTE, describe key features of interventions and tools, and share equity-related resources published in the journal for MTEs to use with teachers.
An important component of a
The
There is little doubt of this: School mathematics is a powerful subject. Success in mathematics can provide students access to advanced courses in mathematics and science. This
In this editorial, an analysis of articles published in the Mathematics Teacher Educator journal (MTE) from 2012 to 2020, which describes the knowledge base for mathematics teacher educators addressed by MTE authors, is presented. This analysis builds on similar work conducted four years ago (). These more recent findings demonstrate that articles focusing on teacher knowledge; mathematical content; student thinking and reasoning; and models of teacher preparation or in-service professional development (PD) have been the most frequently published in MTE. In contrast, a limited number of articles have focused on discourse; diversity, equity, and language; technology; and methods of research. This examination allows us to assess as a community where we were, where we are, and where we might go in the future.
This study is a longitudinal look at the different mathematics placement profiles of Black students and White students from late elementary school through 8th grade. Results revealed that Black students had reduced odds of being placed in algebra by the time they entered 8th grade even after controlling for performance in mathematics. An important implication of this study is that placement recommendations must be monitored to ensure that high-achieving students are placed appropriately, regardless of racial background.
