Aims and scope

The Journal of Mathematics Teacher Education (JMTE) is an international journal devoted to research into the education of mathematics teachers and the development of mathematics teaching that promotes students' learning of mathematics, in a diversity of social and institutional contexts, which centrally influence mathematics teachers' learning, and ultimately that of their students. Similarly, these contexts influence researchers and therefore research into mathematics teacher education. JMTE focuses on the continuum of professional development of mathematics teachers and mathematics teacher-educators. Critical analyses of particular programmes, development initiatives, technology, assessment and policy matters, for mathematics teaching in diverse contexts, are welcome. Contributions from a diverse range of paradigms, beyond dominant approaches are encouraged.

All papers are rigorously refereed.

Papers may be submitted to one of three sections of JMTE as follows:

1. Research papers: should reflect the main focuses of the journal identified above and should be of more than local or national interest. (10000 words)
2. Commentary Papers: focus on programmes and approaches in mathematics education located in particular national or community contexts that have wider interest or influence (for example a particular approach to mathematics teacher development in a community). (5000 words)
3. Reader Responses: short contributions; for example, offering a constructive but critical response to a paper published in JMTE or developing a theoretical idea. Critiques of reports or books are welcome. (3000 words)

Authors should state clearly the section to which they are submitting a paper.
The maximum word lengths in brackets exclude references, figures and tables.