Mathematics Teacher Educator
Vol. 8, No. 1, September 2019
In this editorial, I look back at what the Mathematics
Teacher Educator journal has accomplished during its short existence. In
particular, I examine how past editors and panelists have worked to clearly
establish the unique identity of the journal. This clearly articulated vision
has assisted in attracting well-aligned, high-quality manuscript submissions.
It also provides educative scaffolds for authors, reviewers, and editors that
have led to the publication of articles relevant to mathematics teacher educators.
I then look forward to consider how we can harness the power of the internet to
enrich readers’ experiences with the journal. Many ways exist for an online
journal to capitalize on technology to communicate, interact, and connect.
We report results from a mathematics content course intended to help future teachers form a coherent perspective on topics related to multiplication, including whole-number multiplication and division, fraction arithmetic, proportional relationships, and linear functions. We used one meaning of multiplication, based in measurement and expressed as an equation, to support future teachers’ understanding of these topics. We also used 2 types of length-based math drawings—double number lines and strip diagrams—as media with which to represent relationships among quantities and solve problems. To illustrate the promise of this approach, we share data in which future secondary mathematics teachers generated and explained without direct instruction sound methods for dividing by fractions and solving proportional relationships. The results are noteworthy, because these and other topics related to multiplication pose perennial challenges for many teachers.
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