EDITORIAL: Linking Claims and Evidence- FREE PREVIEW!
Margaret S. Smith
This editorial discusses the evidence that is appropriate for articles in Mathematics Teacher Educator.
Becoming “In the Know” About Parent-Child Collaborations in Mathematics
A group of preservice teachers acquire an understanding of “how” and “why” parents and children work together in mathematics the way they do. The literature that supports the need for inquiry into parent-child collaborations in mathematics is followed by descriptions concerning the participants, learning environment, modes of inquiry, findings, and their implications for teacher practice.
Preservice-Teacher Interviews: A Tool for Motivating Mathematics Learning
Eva Thanheiser, Randolph A. Philipp, Jodi Fasteen, Krista Strand, and Briana Mills
Helping prospective elementary school teachers (PSTs) recognize that they have something useful to learn from university mathematics courses remains a constant challenge. The authors found that an initial content interview with the PSTs often led to the PSTs’ changing their beliefs about mathematics and about their understanding of mathematics, leading to the recognition that (a) there is something to learn beyond procedures, (b) their own knowledge is limited and they need to know more to be able to teach, and (c) engaging in the mathematical activities in their content courses will lead them to learning important content.
Learning From Practice About Improving the Quality of Mathematics Teacher Research
Wendy M. Smith and Ruth M. Heaton
Teachers who continually engage in cycles of research may be characterized as having a stance of inquiry: they continually reflect on their past teaching, ask themselves questions to problematize their current practices, and collect and analyze data to inform future teaching practices. We guided 154 mathematics teachers, distributed across six cohorts, in conducting classroom research projects. Our purposes and expectations as teacher educators have become more clearly defined and articulated based on our reflections on six iterations of teacher research. Repeatedly, we have adjusted how we facilitated the design and implementation of the projects to improve the quality of teachers’ research. Over time, we have come to understand teacher research as a way of helping teachers develop a stance of inquiry toward mathematical content, students’ mathematical understandings, and productive mathematical teaching practices.
Using Simulations to Foster Preservice Mathematics Teachers’ Self-Assessment, Learning, and Reflections on Teaching
Joe Garofalo and Christine Trinter
Two technology-involved tasks are presented that have been used in mathematics pedagogy courses to ostensibly give preservice secondary mathematics teachers (PSMTs) sample activities they can use in their teaching or use to assess their own future students’ ability to apply trigonometric functions in contextual situations with technology. The tasks are posed for two other purposes: To provide occasions for PSMTs to self-assess their mathematical and technology knowledge, and subsequently take action to learn mathematics and technology features; and to use such tasks as springboards for substantive discussions about teaching,
Authentic Argumentation With Prospective Secondary Teachers: The Case of 0.999…
Engaging prospective secondary teachers in mathematical argumentation is important so that they can learn to engage their own students in creating and critiquing arguments. Often, when we attempt to engage prospective secondary teachers in argumentation around topics from secondary mathematics classes, the argumentation is not authentic, as they believe they already know the answers. There are problems related to the secondary curriculum around which students can be engaged in authentic argumentation, one of them is whether 0.999… = 1.
(Developing) Teacher Discourse Moves: A Framework for Professional Development
Beth A. Herbel-Eisenmann, Michael D. Steele, and Michelle Cirillo
The authors describe their ongoing efforts to design materials to support secondary mathematics teachers in using a set of Teacher Discourse Moves purposefully to develop classroom discourse that is both productive and powerful for students’ learning.
MTE Reviewer Thanks
The Editorial Panel wishes to thank everyone who served as a reviewer for manuscripts submitted to Mathematics Teacher Educator from October 1, 2011, through September 30, 2012.
Call for MTE Editor- FREE PREVIEW!
The National Council of Teachers of Mathematics (NCTM) and the Association of Mathematics Teacher Educators (AMTE) seek applications for editor of their joint online journal Mathematics Teacher Educator for a term beginning May 2014. The application deadline is August 31, 2013.
Call for Manuscripts: Connecting Research to Teaching
Mathematics Teacher (MT ) invites classroom teachers to explore research findings in relation to their practice and submit manuscripts to the Connecting Research to Teaching department in MT.