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 22, No 1 (2020)

Table of Contents

Editorial

MTED Editorial: Challenges and Opportunities
Tracey Muir, Carol Murphy, Robyn Reaburn, Noleine Fitzallen
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Articles

Teacher Noticing and Reasoning about Student Thinking in Classrooms as a Result of Participating in a Combined Professional Development Intervention
Gloriana Gonzalez, Gabriela E. Vargas
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Informing Programmatic-Level Conversations on Mathematics Preservice Teachers' Problem Solving Performance and Experiences
Maria Nielsen, Jonathan David Bostic
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Using prompts to empower learners: Exploring primary students’ attitudes towards enabling prompts when learning mathematics through problem solving
James Anthony Russo, Michael Minas, Travis Hewish, Jessie McCosh
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Impact of an Online Course of Teaching Emergent Bilinguals Mathematics on Teacher Perspectives
Ji Yeong I, Christa Jackson, Ricardo Martinez
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Australian Primary Mathematics Teacher Preparation: On-campus or Online? Who? Why? So What?
Stephen Norton
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Examining the Change of Pre-Service Middle School Mathematics Teachers’ Questioning Approaches through Clinical Interviews
Makbule Gözde Didiş Kabar, Berna Tataroğlu Taşdan
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