Even though teacher educators are often recognized as key actors in implementing curriculum reforms, little is known about their joint meaning-making about these reforms. In this article, Bernstein’s description of the general recontextualizing processes is used to identify the local processes which contributed to teacher educators’ meaning-making, when a new school curriculum...
This study aimed to observe the competencies of pre-service mathematics teachers in designing mathematical modeling tasks. The participants were 45 pre-service mathematics teachers enrolled in a Mathematics Education Theory course at a university in Seoul, South Korea. Data were collected from surveys and task development reports. The participants submitted 19-items surveys on...
Modelling is an important mathematical competence in many curricula worldwide, in Secondary education but even in Primary Education. Fermi problems (FPs) are suitable activities for introducing mathematical modelling in Primary Education, as they present a real situation, without data, and ask for an estimate of an unattainable quantity. However, implementing such tasks is...
Mathematics teacher education is now a well-established field of research, but it is only in recent years that research attention has turned towards the learning and development of mathematics teacher educators themselves. In this special issue, interest centres on mathematics teacher educator expertise and how this can be represented, developed, and studied. The research studies...
This paper aims to characterize critical events noticed by novice mathematics teacher-educators (NMTEs) while they facilitate teacher education sessions. Twenty-four NMTEs enrolled in a university course on teaching teachers were asked to facilitate a series of three sessions with preservice teachers, identify critical events from those sessions and analyze these events. Analysis...
We investigate pre-service teachers’ learning to plan discussions promoting students’ mathematical reasoning. Specifically, we analyse opportunities to learn to plan provided by three planning tools: a conceptual framework of the mathematical work of reasoning and proving, a set of talk moves, and a mathematical task with students’ work. In learning cycles, the pre-service...
Research incorporating either eye-tracking technology or immersive technology (virtual reality and 360 video) into studying teachers’ professional noticing is recent. Yet, such technologies allow a better understanding of the embodied nature of professional noticing. Thus, the goal of the current study is to examine how teachers’ eye-gaze in immersive representations of practice...
When novice facilitators start to lead teachers’ professional development (PD), they have been found to struggle to combine a strong participant focus (i.e., valuing and working with participating teachers’ needs and ideas) and goal focus (working toward the PD goals), whereas expert facilitators seem to be more able to integrate both focus. Empirical studies have identified...
The research presented in this paper aims to shed light on the complex role of mathematics teacher educators who led courses for prospective mathematics teachers. Theoretically, the research combines the documentational approach to didactics and the meta-didactical transposition frameworks, complementing the study with the analysis of the teacher educators’ beliefs about the...
Critical elements of the expertise of mathematics teacher educators (MTE) can be identified in the artifacts they design for working with prospective teachers (PT), specifically for engaging PT in the double role of practitioners and students of practice. While MTE are increasingly utilizing designed multimodal representations of practice (such as storyboards), theoretical...
In this paper we investigate the issue of representation within the Journal of Mathematics Teacher Education (JMTE) and the broader academic publishing landscape, particularly focusing on the underrepresentation of authors from various world regions. A questionnaire, distributed globally, aimed to amplify the voices of the underrepresented, exploring the constraints and...
Research on Mathematics Teacher Educators (MTEs) is crucial for enhancing the professional development of prospective mathematics teachers. However, there is a dearth of recent studies focusing on MTEs’ preparedness for technology integration, particularly within the Zambian educational context, and the wider Sub-Saharan African region. This study assessed the readiness of MTEs...
Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around...
In this study, we examine the real-time decision-making processes of a teacher in a UK post-16 mathematics classroom focusing on the integration of student-centred teaching methods. The contribution of this study is a transdisciplinary theoretical discussion which links teachers’ actual classroom practices (often traditional and teacher centred) with their professed student...
Rough draft math [RDM] (Jansen, 2020a) occurs when a teacher invites students to share their in-progress thinking and provides opportunities for students to revise their thinking. RDM could be viewed as an approach to ambitious teaching because it is a practice when teachers elicit and respond to students’ thinking to support their learning, which is productive, and their...
This study interrogates how beginning secondary mathematics teachers align their beliefs with their practice when they justify their pedagogical choices in the context of recent English mathematics education policy which is strongly influenced by approaches to mathematics teaching in Shanghai and Singapore currently referred to as ‘mastery’ approaches. It seeks to understand...
This study investigated the development of prospective elementary teachers (PETs)’ subject matter and pedagogical content knowledge for teaching early algebra through participation in case discussions. PETs attended five weeks of intervention as part of a method course, which included case discussions. During the intervention, the participants were presented with big ideas of...
Researchers in education have begun to address inclusivity for gender-diverse populations, but the authentic experiences of gender-variant students presented directly by the students themselves are largely unheard in the literature of mathematics education. In this co-authored report, we include the experiences of a genderqueer preservice mathematics teacher over the course of a...