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Valerie Faulkner

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 Mathematics Teacher Educator (MTE) journal. A key distinguishing feature is the use of warrants in research reports and how they differ for MTE manuscripts. Illustrations from this issue are provided to highlight the usefulness of this model in preparing manuscripts for the MTE journal.


As educators and members of academic communities, most of us develop a cognitive model of a research manuscript early

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Emily Elrod and Valerie Faulkner

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.

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Chris R. Cain and Valerie N. Faulkner

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.

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Karen Hollebrands, Heather West, Valerie Faulkner, and Emily Elrod

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.

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Emily Elrod, Heather West, Karen F. Hollebrands,, and Valerie Faulkner

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.

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Karen Hollebrands, Heather West, Emily Elrod, and Valerie Faulkner

An important component of a Mathematics Teacher Educator (MTE) journal article is a description of the innovation or tool that was used with teachers and a report of the details of the research on that innovation/tool. In our September editorial, we highlighted the innovation. In this editorial, we will focus on the importance of aligning research questions, data, and claims with a framework to present a strong and coherent argument about the contribution the innovation/tool makes to mathematics teacher education.

The Writing Tool developed by Crespo and Bieda (2017) and recently revised by the

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Valerie Faulkner, Karen Hollebrands, Emily Elrod, and Heather West

We know that students learn more mathematics when given the opportunity to study more mathematics and not be tracked out of high-quality mathematics content. We know students achieve more when supported by their parents or guardians. We know that students can achieve much more when much more is expected of them. (Stiff, 2001)

We can’t afford to not make the conversations of equity central. (S. Crespo, personal communication, January 5, 2021)

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

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Heather West, Emily Elrod, Karen Hollebrands,, and Valerie Faulkner

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.

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Valerie N. Faulkner, Lee V. Stiff, Patricia L. Marshall, John Nietfeld, and Cathy L. Crossland

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.