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September 2012, Volume 1, Issue 1

FEATURES

Mathematics Teacher Educator complete issue
Single PDF - 2.9 MB
Download the entire Issue of Mathematics Teacher Educator as a single PDF.
Individual articles available below.

EDITORIAL: Mathematics Teacher Educator: An Opportunity to Share, Verify, and Improve
Margaret S. Smith
MTE is the first journal dedicated specifically to issues in mathematics teacher education, providing a much-needed forum for supporting and improving the practice of educating teachers of mathematics.

COMMENTARY: Mathematics Teacher Educator: A Milestone in the History of the Association of Mathematics Teacher Educators
Marilyn Strutchens
The mission and goals of MTE are enumerated and described through the partnering of the Association of Mathematics Teacher Educators (AMTE) and the National Council of Teachers of Mathematics (NCTM).

COMMENTARY: Mathematics Teacher Educator: The Evolution of a New Journal
J. Michael Shaughnessy
MTE is the result of, in part, a growing interest in incorporating practitioner perspectives into research and development in mathematics education. It is also a step toward systematically growing the research knowledge base on the professional development of mathematics teachers and on the education of prospective mathematics teachers.

Mathematics Preservice Teachers Learning About English Language Learners Through Task-Based Interviews and Noticing
Anthony Fernandes
The third cycle of an intervention in a mathematics content course was designed to foster awareness among middle school mathematics preservice teachers (PSTs) of the challenges that English language learner (ELL) students face and the resources they draw on as they learn mathematics and communicate their thinking in English-only classrooms. The article also discusses the potential of the intervention and how it can be used by other mathematics educators.

The Role of Writing Prompts in a Statistical Knowledge for Teaching Course
Randall E. Groth
Teachers of grades pre-K–8 are charged with the responsibility of developing children’s statistical thinking. Hence, strategies are needed to foster statistical knowledge for teaching (SKT). This report describes how writing prompts were used as an integral part of a semester-long undergraduate course focused on building SKT.

Capitalizing on Productive Norms to Support Teacher Learning
Laura R. Van Zoest and Shari L. Stockero
Authors drew on research into the durability of sociomathematical and professional norms to make a case for attending to productive norms in teacher education experiences. This work points to the importance of intentionally considering the norms cultivated in teacher education experiences, assessing their productivity, and strategically focusing on those that provide the best support for teacher learning.

The Content-Focused Methods Course: A Model for Integrating Pedagogy and Mathematics Content
Michael D. Steele and Amy F. Hillen
In the majority of secondary mathematics teacher preparation programs, the work of learning mathematics and the work of learning to teach mathematics are separated, leaving open the question of when and how teachers integrate their knowledge of content and pedagogy. The authors present a model for a content-focused methods course, which systematically develops a slice of mathematics content in the context of typical methods course activities.

Using “Lack of Fidelity” to Improve Teaching
Anne K. Morris
A procedure is presented for learning from variations that occur when instructors implement lesson plans designed by others. This kind of variation, occurring in many classrooms every day, can provide a source of information to improve curriculum, both in terms of instructional activities for students and in terms of clarifications for instructors to support more effective implementation.

Thanks from NCTM: NCATE Program Review Recognition

NCTM thanks the program reviewers for the 2011–2012 academic year who gave their time for the National Council of Accreditation of Teacher Education.