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 | |
| Tracey Muir, Leicha A. Bragg, Sharyn Livy |
Special Issue Article
| Occasioning teacher-educators’ learning through practice-based teacher education | |
| Glenda Anthony, Robin Averill, Michael Drake |
| Facilitation Practices in Mathematics Teacher Education that Promote Productive Identities in Preservice Elementary Teachers | |
| Lynsey Gibbons, Ziv Feldman, Suzanne Chapin, Lisa Nguyen Batista, Rachel Starks, Melissa Vazquez-Aguilar |
| Growing mathematics teachers: Pre-service primary teachers’ relationships with mathematics | |
| Naomi Ingram, Chris Linsell, Bilinda Offen |
| Data Praxis: Teacher educators using data to inform and enhance pre-service teacher mathematics. | |
| Peter Sellings, Robyn Brandenburg |
| Collaborative teacher educator reflection as an approach to (re)designing a mathematics education assessment task | |
| 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 | |
| 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 | |
| Kathleen T Nolan |