Examining technology-supported teacher responding and students’ written mathematical explanations
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The Journal of Mathematics Teacher Education (JMTE) is devoted to research that seeks to improve the education of mathematics teachers and develop teaching methods that better enable mathematics students to learn. The journal covers all stages of the professional development of mathematics teachers and teacher-educators. It serves as a forum for examining institutional, societal, and cultural influences that impact on teachers' learning and ultimately their students’ learning.
Papers are published in one of three JMTE sections. Research papers reflect the main topics of the journal and go beyond local or national interest. Mathematics Teacher Education Around the World focuses on programs and issues of national significance that may be of wider interest or influence. Reader Commentary consists of short contributions that may offer a response to a published paper or develop an idea. The journal also publishes critiques of relevant reports and books.
We seek to cultivate mathematics education as a field of research that is inclusive of all its contributors. We are committed to the principle that the review process must practice antidiscrimination while it exercises its role in helping authors improve their production and helping editors ensure the scholarly excellence of published manuscripts.
JMTE invites authors to submit their extended abstract on research in which "something went wrong", analyze less successful results and point to what may be learned for future endeavors. Read more and submit your abstract...
Mathematics Teacher Education (MTE) research from and/or with minoritized groups is strong and well documented (e.g. Hunter, Civil, Herbel-Eisenmann, Planas, & Wagner, 2018; Jacobsen, Mistele, & Sriraman, 2012; White, Crespo, & Civil, 2016). Yet, this strength remains under represented not because of the lack of research but of insufficient communication and representation of this research in mainstream sources of literature. Alongside the ethical concerns involved, the extent and implications of this gap seriously compromise the active and impactful development of the entire field.
In this issue there are four research papers, one commentary and a book review. These publications cover a range of issues related to the study of mathematics teacher awareness and its development. The areas that are addressed are: mathematics teachers’ attitudes in relation to teaching mathematical modeling; mathematics teacher educators’ noticing and in particular their ability to interpret students’ thinking and connect interpretations with evidence; elementary prospective teachers’ learning as they engage themselves in mathematical tasks on pattern generalization; the provision of feedback within a peer mentoring program with novice and expert graduate student instructors. The commentary points out the need to educate teachers who teach in shadow education while the book of Clements and Sarama on learning trajectories is reviewed.