Register to submit manuscripts on the online review and submission system by selecting the link "New Users: Please register here." Contact firstname.lastname@example.org if you have any questions about the submission and review system.
The mission of the online journal Mathematics Teacher Educator (MTE) 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 forum for sharing practitioner knowledge related to the preparation and support of teachers of mathematics as well as for verifying and improving that knowledge over time. The journal is thus a tool that uses the personal knowledge that mathematics educators gain from their practice to build a trustworthy knowledge base that can be shared with the profession.
Therefore, all manuscripts should be crafted in a manner that makes the scholarly nature of the work apparent. Toward that end, manuscripts should contain a description of the problem or issue of mathematics teacher education that is addressed, the methods/interventions/tools that were used, the means by which these methods/interventions/tools and their results were studied and documented, and the application of the results to practice (both the authors’ practice and the larger community).
The nature of evidence in a practitioner journal is different from that in a research journal, but evidence is still critically important to ensuring the scholarly nature of the journal. Thus, authors must go beyond simply describing innovations to providing evidence of their effectiveness. Note that effectiveness implies that something is better and not just different as a result of the innovation. In addition, authors should make explicit the specific contribution to our knowledge. Findings should be reported with enough warrants to allow the construction or justification of recommendations for policy and practice.
We offer some examples of broad categories of manuscripts that might be appropriate for this journal. The categories are meant to be illustrative but not exhaustive.
- Manuscripts that describe effective ways of influencing teachers’ knowledge, practices, or beliefs: Manuscripts about these interventions might include a description of activities, tasks, or materials (e.g., cases, articles, software) that are used by a teacher educator to influence teachers in some way. These manuscripts would include a rationale for the intervention, a careful description of the intervention, documentation of evidence of the impact of the intervention (e.g., classroom transcript, teacher work, interview data, assessment results), and a discussion of how this intervention might be used by others.
- Manuscripts that describe the use of broadly applicable tools and frameworks in mathematics teacher education: Such tools and frameworks are generally portable across a range of settings (e.g., grade level, preservice/in-service) and are not idiosyncratic to the instructor. Again, such manuscripts would include a careful description of the tool, its use (including modifications to the tool, changes in setting, etc., if this tool has been discussed previously in the literature), and evidence of the effectiveness of the tool. Although space might not permit the inclusion of the tool in its entirety in the manuscript, it could be made available online for other professionals to use, modify, enhance, and study. Examples of such tools might include a classroom observation protocol, a task analysis framework, a textbook analysis tool, assessment tasks, or framework for an entire teacher education program.
- Manuscripts that address programmatic issues: Such manuscripts might be empirical or philosophical/theoretical in nature. In either case, manuscripts should clearly situate the issue within the field and the existing literature, fully articulate the means of addressing the issue, and offer readers some analysis of the effectiveness of the means of addressing the issue. For instance, an author might report the results of a survey of capstone courses for secondary majors with an analysis of the pros and cons of different models and a suggestion for a new model. Similarly, an author might elaborate on different models for elementary mathematics specialists in schools and note limitations and advantages of each model, providing examples from practice where available.
- Manuscripts that address external factors that have an impact on mathematics teacher education policy and programs issues: Such manuscripts would articulate an issue and clearly identify the impact that this issue has on mathematics teacher education (e.g., factors that affect teacher education directly and factors that affect schools directly, which then affect teacher education, such as Title I, special education, English Language Learners, accreditation, Common Core State Standards, tracking). For instance, an author might review the literature on school practices with respect to equity and diversity and provide evidence of the impact of these various practices on mathematics teacher education. Additionally, the manuscript might describe effective ways of challenging such effects.
- Manuscripts that deliberately build on prior published work in mathematics teacher education: Manuscripts should include careful descriptions of how previous methods, interventions, or tools have been modified and should articulate comparisons or contrasts with earlier reported results.
Manuscripts should be no longer than 25 pages of text or 6,250 words (exclusive of references). For ease of reading by reviewers, all figures and tables should be embedded in the correct locations in the text. All manuscripts should be formatted according to the guidelines of the Publication Manual of the American Psychological Association (6th edition). Manuscripts not conforming to these specifications may be returned without review. Please submit manuscripts using the online manuscript submission and review system.
Mathematics Teacher Educator is a joint publication of the Association of Mathematics Teacher Educators (AMTE) and the National Council of Teachers of Mathematics (NCTM). The editor is Margaret (Peg) Smith, University of Pittsburgh.