Now accepted in SSCI (Web of Science’s Social Sciences Citation Index)
Impact Factor:
1.574 (2019)

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.

  • Seeks to improve the education of mathematics teachers and develop teaching methods that better enable mathematics students to learn
  • Covers all stages of the professional development of mathematics teachers and teacher-educators
  • Examines institutional, societal, and cultural influences that impact on teachers' learning and their students’ learning

Journal information

Editor-in-Chief
  • Despina Potari
Publishing model
Hybrid (Transformative Journal). How to publish with us, including Open Access

Journal metrics

1.786 (2021)
Impact factor
2.727 (2021)
Five year impact factor
130 days
Submission to first decision (Median)
168,057 (2021)
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Latest articles

This journal has 32 open access articles

Journal updates

  • Joint statement to reduce reviewer bias

    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.

  • Call for Extended Abstracts - Learning from less successful professional development for mathematics teachers

    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...

  • Call for Extended Abstracts - Decentring research on mathematics teacher education, or deliberately situating the margins at the centre

    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.

  • Volume 25, issue 2 now open until end of May 2022

    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.

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About this journal

Electronic ISSN
1573-1820
Print ISSN
1386-4416
Abstracted and indexed in
  1. BFI List
  2. Baidu
  3. CLOCKSS
  4. CNKI
  5. CNPIEC
  6. Current Contents / Social & Behavioral Sciences
  7. Dimensions
  8. EBSCO Discovery Service
  9. EBSCO Education
  10. EBSCO Education Research Complete
  11. EBSCO Education Source
  12. ERIC
  13. ERIH PLUS
  14. Google Scholar
  15. Japanese Science and Technology Agency (JST)
  16. Journal Citation Reports/Social Sciences Edition
  17. Naver
  18. Norwegian Register for Scientific Journals and Series
  19. OCLC WorldCat Discovery Service
  20. Portico
  21. ProQuest-ExLibris Primo
  22. ProQuest-ExLibris Summon
  23. PsycINFO
  24. SCImago
  25. SCOPUS
  26. Social Science Citation Index
  27. TD Net Discovery Service
  28. UGC-CARE List (India)
  29. Wanfang
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