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. 3 (2021): Special Issue: Differentiating Instruction in Mathematics

Published: 2021-08-13

Editorial

Differentiating Instruction in Mathematics

James Anthony Russo, Janette Bobis, Peter Sullivan
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Special Issue Article

Differentiated Instruction to Teach Mathematics: Through the Lens of Responsive Teaching

Leah Herner-Patnode, Hea-Jin Lee
- PDF
Adaptive Tasks as a Differentiation Strategy in the Mathematics Classroom: Features from Research and Teachers’ Views

Thomas Bardy, Lars Holzaepfel, Timo Leuders
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“UDL is the What, Design Thinking is the How:” Designing for Differentiation in Mathematics

Rachel Lambert, Kara Imm, Rachel Schuck, Sunghee Choi, Avery McNiff
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Task Design for Differentiated Instruction in Mixed-ability Mathematics Classrooms: Manifestations of Contradictions in a Professional Learning Community

Elisabet Mellroth, Andreas Bergwall, Per Nilsson
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Shifting Teacher Practices in Relation to Grouping: Gap Gazing or Strengths Focused Approaches

Louise Fitzgerald, Jodie Hunter, Roberta Hunter
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Field-Based Perspectives on Enacting Alternatives to Ability Grouping in Elementary Mathematics Instruction

Corey M Webel, Brendan Dames, Jennifer Woldruff, Leah Lindaman, Katherine Daugherty, Jennifer Brown
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Developing Assessments for Students with Intellectual Disability to Support Differentiation

Sarah Hopkins, Richard O'Donovan
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Self-Study of a Mathematics Learning Consultant: Supporting Teachers to Plan Lessons for Implementing Differentiation in the Classroom

Jane Hubbard, Sharyn Livy
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Differentiation from an Advanced Standpoint: Outcomes of Mathematics Teachers’ Action Research Studies Aimed at Raising Attainment

Alf Coles, Laurinda Brown
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Differentiating Mathematics Instruction in Remote Learning Environments: Exploring Teachers’ Challenges and Supports

Scott A. Courtney
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Differentiating Instruction for Students Who Fail to Thrive in Mathematics: The Impact of a Constructivist-Based Intervention Approach

Ann Gervasoni, Anne Roche, Ann Downton
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Online First Articles 2020-2021

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

Mathematics Teacher Education and Development

About the Journal

Current Issue

Editorial

Differentiating Instruction in Mathematics

Special Issue Article

Differentiated Instruction to Teach Mathematics: Through the Lens of Responsive Teaching

Adaptive Tasks as a Differentiation Strategy in the Mathematics Classroom: Features from Research and Teachers’ Views

“UDL is the What, Design Thinking is the How:” Designing for Differentiation in Mathematics

Task Design for Differentiated Instruction in Mixed-ability Mathematics Classrooms: Manifestations of Contradictions in a Professional Learning Community

Shifting Teacher Practices in Relation to Grouping: Gap Gazing or Strengths Focused Approaches

Field-Based Perspectives on Enacting Alternatives to Ability Grouping in Elementary Mathematics Instruction

Developing Assessments for Students with Intellectual Disability to Support Differentiation

Self-Study of a Mathematics Learning Consultant: Supporting Teachers to Plan Lessons for Implementing Differentiation in the Classroom

Differentiation from an Advanced Standpoint: Outcomes of Mathematics Teachers’ Action Research Studies Aimed at Raising Attainment

Differentiating Mathematics Instruction in Remote Learning Environments: Exploring Teachers’ Challenges and Supports

Differentiating Instruction for Students Who Fail to Thrive in Mathematics: The Impact of a Constructivist-Based Intervention Approach

Online First Articles 2020-2021

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