About Mathematics Teacher Educator
The National Council of Teachers of Mathematics (NCTM) and the
Association of Mathematics Teacher Educators (AMTE) are excited to partner on this joint online journal.
Mathematics Teacher Educator contributes to building a professional knowledge base for mathematics teacher educators that stems from, develops, and strengthens practitioner knowledge. The journal provides a means for practitioner knowledge related to the preparation and support of teachers of mathematics to be not only public, shared, and stored, but also verified and improved over time (Hiebert, Gallimore, and Stigler 2002).
Mathematics Teacher Educator is a scholarly, peer-reviewed journal for practitioners. Two issues of the journal are published each year (for members only) and the cost is an additional $20 for Full Individual members, and $10 for Student and Emeritus members.
The primary audience of Mathematics Teacher Educator is practitioners in mathematics teacher education, with practitioner broadly defined as anyone who contributes to the preparation and professional development of pre-K–12 pre-service and in-service teachers of mathematics. Mathematics teacher educators include mathematics educators, mathematicians, teacher leaders, school district mathematics experts, and others.
2014 Mathematics Teacher Educator session (PDF) at the NCTM Research Conference provides additional information about the scope and purpose of the journal and criteria for manuscripts.
The journal welcomes manuscripts that address a problem or issue in mathematics teacher education, the methods/interventions/tools that were used, the means by which these methods/interventions/tools are their results were studied and documented, and the application of the results to practice.
Creating an MTE manuscript.
Call for manuscripts:
MTE Special Issue: Equity, Identity, and Power Manuscripts
MTE is committed to the ethical treatment of all involved in
the publishing process.
A guest editor is assigned to manuscripts authored by any
individuals who have a conflict of interest with the editorial team.
We expect manuscript authors to adhere to accepted publishing
standards ethics. Authors must accept sole responsibility for the factual
accuracy of their contributions and for obtaining permission to use data and
we expect reviewers to adhere to ethical reviewer practices. Reviewers should
honor the confidentiality and intellectual property of manuscripts, should be
respectful in communicating their feedback, and should provide feedback that is
honest and unbiased. All communications regarding manuscripts are privileged.
Reviewers are expected to report to the editor any conflict of interest,
suspicion of duplicate publication, fabrication of data or plagiarism.
Karen Hollebrands, Editor
Valerie Faulkner, Associate Editor
Laura Bofferding, Panel Chair
Matt Campbell, Panel Member
Zandra de Araujo, Panel Member
Keith Leatham, Panel Member
Alison Castro Superfine, Panel Member
Rajeev Virmani, Panel Member
Beth Kobett, NCTM Board Liaison
Marielle Myers, AMTE Board Liaison
Babette Benken, AMTE VP of Publications
David Barnes, NCTM Staff Liaison
Teacher Educator Acceptance Rate
acceptance rate for the Mathematics Teacher Educator journal is the percentage
of submitted articles accepted during three
consecutive calendar years; It is calculated by summing the total
number of articles accepted (accept, accept with major revisions, and accept
with minor revisions) and dividing that number by the total number of articles
submitted (new manuscripts and revised manuscripts). The acceptance rates are
shown in the table that follows.