Mathematics Teacher Education and Development

About the Journal

Mathematics Teacher Education and Development (MTED) is 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.

Current Issue

Vol. 23 No. 4 (2021): Mathematics Teacher Education and Development

Published: 2021-12-02

Editorial

Editorial: Addressing Beliefs about Mathematics and Improving Teacher Noticing

Robyn Reaburn, Tracey Muir, Carol Murphy, Noleine Fitzallen
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Articles

Secondary Preservice Teachers’ Anticipated Objectives and Practices for Teaching Mathematics

Colleen Vale, Sandra Herbert
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Examining Preservice Elementary Teachers’ Epistemological Beliefs, View about Mathematics, and the Effect of their Prior Mathematics Experience

Soon Lee, JaeHwan Byun, Mara Alagic, Fuchang Liu
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Struggles Pre-Service Teachers Experience When Taking a Pre-symbolic Algebra Content Course

Siobahn Suppa, Charles Hohensee
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The Lesson Play Experience: Professional Development of a Teacher

Rebekaah Stenner, Rina Zazkis
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Prospective Teachers’ Pedagogical Considerations of Mathematical Connections: A Framework to Motivate Attention to and Awareness of Connections

Jonathan Kyle Foster, Hwa Young Lee
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Making Learning Visible: Cases of Teacher Candidates Learning to Respond to Errors Through Multiple Approximations of Practice

Erin E. Baldinger, Matthew P. Campbell
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Pre-service Teachers' Learning from Significant Opportunities for Improvement in a Positive Error Culture

Randall E. Groth, Jennifer A. Bergner
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360 Video as an Immersive Representation of Practice: Interactions between Reported Benefits and Teacher Noticing

Karl Wesley Kosko, Tracy Weston, Julie Amador
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Online First: Latest Articles

This Online First issue provides access to articles that have been accepted for publication but not yet assigned to an issue.

Mathematics Teacher Education and Development

About the Journal

Current Issue

Editorial

Editorial: Addressing Beliefs about Mathematics and Improving Teacher Noticing

Articles

Secondary Preservice Teachers’ Anticipated Objectives and Practices for Teaching Mathematics

Examining Preservice Elementary Teachers’ Epistemological Beliefs, View about Mathematics, and the Effect of their Prior Mathematics Experience

Struggles Pre-Service Teachers Experience When Taking a Pre-symbolic Algebra Content Course

The Lesson Play Experience: Professional Development of a Teacher

Prospective Teachers’ Pedagogical Considerations of Mathematical Connections: A Framework to Motivate Attention to and Awareness of Connections

Making Learning Visible: Cases of Teacher Candidates Learning to Respond to Errors Through Multiple Approximations of Practice

Pre-service Teachers' Learning from Significant Opportunities for Improvement in a Positive Error Culture

360 Video as an Immersive Representation of Practice: Interactions between Reported Benefits and Teacher Noticing

Online First: Latest Articles

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