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 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
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Special Issue Article

Occasioning teacher-educators’ learning through practice-based teacher education
Glenda Anthony, Robin Averill, Michael Drake
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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
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Growing mathematics teachers: Pre-service primary teachers’ relationships with mathematics
Naomi Ingram, Chris Linsell, Bilinda Offen
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Data Praxis: Teacher educators using data to inform and enhance pre-service teacher mathematics.
Peter Sellings, Robyn Brandenburg
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Collaborative teacher educator reflection as an approach to (re)designing a mathematics education assessment task
Leicha A. Bragg, Josephine Lang
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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
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On noticing (and) the theory-practice nexus in mathematics teacher education: Conceptualizing new Bourdieuian fields of social practice in field experience
Kathleen T Nolan
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