So You Want to Be an MTE Author? A Tool for Writing Your Next MTE Manuscript

2017 ◽  
Vol 5 (2) ◽  
pp. 85-93 ◽  
Keyword(s):  
Knowledge Base ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Clear Cut ◽  
Mathematics Teacher Educators

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.

What Makes Us Different Makes Us Stronger: A Statement by the MTE Editorial Board

2018 ◽  
Vol 6 (2) ◽  
pp. 3
Keyword(s):  
Mathematics Education ◽  
Knowledge Base ◽  
Academic Freedom ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Board Members ◽  
National Council ◽  
Mathematics Teacher Educators ◽  
Speak Up

Editorial board members of the MTE journal join the presidents of the Association of Mathematics Teacher Educators (AMTE) and the National Council of Teachers of Mathematics (NCTM) (the two organizations that jointly publish our journal) in expressing concern at the recent attacks on mathematics education scholars whose research does not conform with and challenges dominant perspectives in mathematics education. We are compelled to speak up because these attacks undermine the principles of academic freedom and our field's capacity to grow a trusted knowledge base.

Editorial: Building a Professional Knowledge Base

2014 ◽  
Vol 2 (2) ◽  
pp. 106-107
Keyword(s):  
Knowledge Base ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mission Statement ◽  
Teacher Educator ◽  
Professional Knowledge ◽  
Mathematics Teacher Educators ◽  
Mathematics Teacher Educator ◽  
Education Community ◽  
Practitioner Knowledge

The mission statement for Mathematics Teacher Educator states that the journal “will contribute to building a professional knowledge base for mathematics teacher educators that stems from, develops, and strengthens practitioner knowledge.” In this editorial, I will discuss what this means and how the members of the mathematics education community can contribute to the development of this knowledge base.

Taking Stock: MTE's Contribution to Building a Knowledge Base for the Practice of Mathematics Teacher Education

2016 ◽  
Vol 5 (1) ◽  
pp. 3-7 ◽  
Author(s):  
Kristen Bieda
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Teacher Educator ◽  
Mathematics Teacher Educators ◽  
Link Type ◽  
Mathematics Teacher Educator

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.

Editorial: Mathematics Teacher Educator: An Opportunity to Share, Verify, and Improve

2012 ◽  
Vol 1 (1) ◽  
pp. 3-4
Keyword(s):  
Knowledge Base ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Teacher Educator ◽  
Mathematics Teacher Educators ◽  
Mathematics Teacher Educator ◽  
Practitioner Knowledge ◽  
Mathematics Educators ◽  
Over Time

Mathematics Teacher Educator is the first journal dedicated specifically to issues in mathematics teacher education, providing a much-needed forum for supporting and improving the practice of educating teachers of mathematics. As the Editorial Panel articulated in the call for manuscripts (http://www.amte.net/publications/mte), the mission of Mathematics Teacher Educator 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 means for practitioner knowledge related to the preparation and support of teachers of mathematics to be not only shared but also verified and improved over time. The journal is a tool to build the personal knowledge that mathematics educators gain from their practice into a trustworthy knowledge base that can be shared with the profession.”

When Mathematics Teacher Educators Come Under Attack

2018 ◽  
Vol 6 (2) ◽  
pp. 68-74
Author(s):  
Rochelle Gutiérrez
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Professional Organizations ◽  
Mathematics Teacher Educators ◽  
And Mathematics ◽  
The One ◽  
Historical Moment

We are in an interesting historical moment in mathematics teacher education. On the one and, there is greater realization within our field of the connections between systems of power and mathematics (O'Neil, 2016). We are starting to acknowledge how mathematics education can be viewed as dehumanizing for both students and teachers as well as what might constitute rehumanizing practices (Gutiérrez, in press). Our professional organizations are calling for teachers to move beyond simplistic notions of equity to understand these power dimensions and challenge the system on behalf of (and in community with) Black,1 Indigenous,2 and Latinx3 students in particular

scholarly journals German Teacher Educators' Conceptions About Teaching Problem Solving in Mathematics Classroom - an Obstalce to a Large-Scale Dissemination?!

2018 ◽  
Vol 12 (2) ◽  
pp. 77-97
Author(s):  
Ana Kuzle
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Large Scale ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Research Report ◽  
Mathematics Teacher Educators ◽  
Set Up ◽  
Teaching Problem

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can “multiply” what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators’ conceptions about problem solving standard and their effects regarding a large-scale dissemination.

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