Skip to main content Skip to main navigation menu Skip to site footer
Mathematics Teacher Education and Development
  • Current
  • Archives
  • Announcements
  • About
    • About the Journal
    • Submissions
    • Editorial Team
    • Contact
Search
  • Register
  • Login
  1. Home /
  2. Archives /
  3. Vol. 19 No. 2 (2017)

Vol. 19 No. 2 (2017)

Published: 2017-11-14

Articles

  • A Case Study of Teachers’ Development of Well-Structured Mathematical Modelling Activities

    Micah Stohlmann, Cathrine Maiorca, Charlie Allen
    • PDF
  • K-8 Pre-service Teachers’ Algebraic Thinking: Exploring the Habit of Mind Building Rules to Represent Functions

    Marta T. Magiera, Leigh A van den Kieboom, John C Moyer
    • PDF
  • Preservice and novice teachers’ knowledge on preformal proofs: Triangle postulate as an example

    Kui Chui Issic Leung, Chun Yeung Lee
    • PDF
  • Exploring how understandings from abstract algebra can influence the teaching of structure in early algebra

    Nicholas Wasserman
    • PDF
  • Learning mathematics for teaching mathematics: non-specialist teachers’ mathematics teacher identity

    Cosette Crisan, Melissa Rodd
    • PDF
  • Fear, Loathing and Ambivalence toward Learning and Teaching Mathematics: Preservice Teachers’ Perspectives

    Diane Itter, Noel Meyers
    • PDF
  • Prospective elementary teachers’ beliefs about collaborative problem solving and dialogue in mathematics

    Constantinos Xenofontos, Artemis Kyriakou
    • PDF
  • Orchestrating productive whole class discussions: The role of designed student responses

    Sheila Evans, Clare Dawson
    • PDF

Editorial

  • Scales, rubrics and frameworks: how we describe the complexity of mathematics teacher education

    Fiona Ell, Jodie Hunter, Robin Averill
    • PDF

Information

  • For Readers
  • For Authors
  • For Librarians

Make a Submission

Make a Submission

ISSN 1442-3901 (Print)                  ISSN 2203-1499 (Online)

More information about the publishing system, Platform and Workflow by OJS/PKP.