Mathematics Teacher Education and Development (MTED)

The Mathematics Teacher Education and Development Journal (MTED), an official journal of the Mathematics Education Research Group of Australasia, Inc. (MERGA), is an international refereed journal which provides a stimulating collection of articles with a focus on mathematics teacher education in the broader sense.

Online First Articles


Vol 20, No 3 (2018): Engagement and Impact: A focus on Mathematics Teacher Educators’ studies into practice

Table of Contents

Editorial

Engagement and Impact: A Focus on Mathematics Teacher Educators’ Studies into Practice PDF
Tracey Muir, Leicha A. Bragg, Sharyn Livy

Special Issue Article

Occasioning teacher-educators’ learning through practice-based teacher education PDF
Glenda Anthony, Robin Averill, Michael Drake
Facilitation Practices in Mathematics Teacher Education that Promote Productive Identities in Preservice Elementary Teachers PDF
Lynsey Gibbons, Ziv Feldman, Suzanne Chapin, Lisa Nguyen Batista, Rachel Starks, Melissa Vazquez-Aguilar
Growing mathematics teachers: Pre-service primary teachers’ relationships with mathematics PDF
Naomi Ingram, Chris Linsell, Bilinda Offen
Data Praxis: Teacher educators using data to inform and enhance pre-service teacher mathematics. PDF
Peter Sellings, Robyn Brandenburg
Collaborative teacher educator reflection as an approach to (re)designing a mathematics education assessment task PDF
Leicha A. Bragg, Josephine Lang
Linking practice and theory: A case study of mathematical discourse between a mathematics teacher educator and a primary classroom teacher PDF
Ann Downton, Tracey Muir, Sharyn Livy
On noticing (and) the theory-practice nexus in mathematics teacher education: Conceptualizing new Bourdieuian fields of social practice in field experience PDF
Kathleen T Nolan