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.


Vol 23, No 1 (2021)

Table of Contents

Editorial

MTED Editorial: Celebrating ways forward and recognising dilemmas
Carol Murphy, Tracey Muir, Noleine Fitzallen, Robyn Reaburn
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Articles

Beyond Traditional Teacher Preparation: Value-Add Experiences for Preservice Secondary Mathematics Teachers
Paula M Jakopovic, Kelly Gomez-Johnson
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Practitioner Research: Reflecting on Minoritized Student Agency in a Reform-Based Secondary Mathematics Classroom
Rachel Marie Restani
PDF PDF
Pre-service Teachers as Agents of Change in the Mathematics Classroom: A Case Study
Jillian White, Patrick Johnson, Merrilyn Goos
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The Impact of Weekly Video Feedback on PST Self-Regulation and Self-Confidence in Online Mathematics Education
Chelsea Jade Cutting, Kevin Larkin
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Surprises in the mathematics classroom: some in-the-moment responses of a primary teacher
Sumeyra Dogan Coskun, Mine Isiksal Bostan, Tim Rowland
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Using Lesson Study to Support Preservice Elementary Teachers’ Learning to Teach Mathematics
Evrim Erbilgin, Serkan Arikan
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Learning and Unlearning through Questioning Practices: Middle Grades Mathematics Teachers’ Transformations to Support English Learners
Sarah A Roberts
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