Research on the mathematics teacher educator (MTE) is an emerging field that is important to understand effective mathematics teacher education in a rapidly changing world. This edited volume addresses the expertise of MTEs —those who support mathematics teachers’ learning and development at various stages of their careers. It positions MTE expertise as extending beyond category-based knowledge, offering new ways of conceptualizing and examining expertise. Part 1 presents global studies that examine MTE expertise in practice. Part 2 highlights innovative methodologies for investigating MTE learning and development. Part 3 features reflective essays by distinguished MTEs, sharing personal insights, historical accounts, and pivotal moments in their professional journeys. This volume is a valuable resource for both new and experienced MTEs seeking to deepen their practice and research.
Chapter
1. Introduction to mathematics teacher educator's expertise:
Experiences, conceptions, Learning and development.- Part 1: Conceptions of
MTEs expertise in the context of practice:
Chapter
2. The role of
mathematics teacher educators in re-organising prospective teachers
mathematics for teaching.
Chapter
3. The work of mathematics teaching
practice teachers: a case study of initial mathematics teacher training in
Uruguay.
Chapter
4. Hubs and threads: Steering between metaphors towards a
representation of a mathematics teacher educator course design.
Chapter
5.
Student-Adaptive Pedagogy: A Development Model for Preservice Mathematics
Teachers.
Chapter
6. MTEs developing mathematical meaning through discourse
in multilingual teacher education contexts.
Chapter
7. Expertise of teacher
leaders for supporting teachers' implementation of inquiry-based mathematics
tasks.
Chapter
8. Developing ways of seeing as mathematics teacher
educators.- Part
2. Innovative approaches to MTEs learning and expertise
development :Chapter
9. Mathematics Teacher Educator identity in the context
of change.
Chapter
10. Bodymarking: An Interpretive Process to Support
Teacher Noticing.
Chapter
11. Mathematics teaching practices in pre-service
teachers: Exploring my identity as a mathematics educator.
Chapter
12. Being
a Former Teacher with Supportive Roles for Mathematics Teacher Educator.-
Chapter
13. The noticing of a Teacher Educators Noticing of Classroom
Teachers in the Context of Learning to Teach through Problem Posing.
Chapter
14. A duoethnographic approach to thinking about pre-service mathematics
teaching.- Part
3. Distinguished MTEs expertise: Experiences, conceptions,
learning and development :Chapter
15. From student to teacher to teacher of
teachers to teacher of teachers of teachers: Reflections from treading along
a long winding road.
Chapter
16. Problems of practice: Fertile ground for
mutual learning through research linked development in mathematics teacher
education in South Africa.
Chapter
17. Stories of becoming a mathematics
teacher educator: Awarenesses arising through experiences to issues to
actions.
Chapter
18. Memories and reflections of a teacher educator.-
Chapter
19. Mathematics teacher professional development: Low Floor, High
Ceiling.
Chapter 20: Mathematics teacher education as a subversive activity:
Finding spaces for innovation and agency.
Chapter
21. What lies behind a way
of working?.
Chapter
22. Being a teacher educator: three developmental
roles.
Chapter
23. Working with preservice mathematics teachers: Raising
issues and exploring ways to answer.
Chapter
24. Insights from a mathematics
teacher educator working in Brazil.
Chapter
25. On emerging as a
phenomenologist: Issues and resolutions.
Chapter
26. M and ME in MDs, then
being an MTE in EDs six universities in three countries: but never an MT
for me.
Chapter
27. Reflections of a mathematics teacher education.
Chapter
28. Design and Implementation of Precision Training Based on Intelligent
Assessment for Professional Development of Initial Mathematics Teacher.-
Chapter
29. The three revelations: 40 years later.- Chapter
30. From
Professional Learning to Preparing Professional Learning Facilitators:
Expanding My Horizons.
Chapter
31. Reflections on being a mathematics
teacher educator.
Chapter
32. Commentary on mathematics teacher educator's
expertise: Experiences, conceptions, Learning and development.
Tracy Helliwell
Tracy Helliwell is an associate professor of mathematics teacher education at the University of Bristol, United Kingdom. Her research interests include mathematics teacher education and professional development; mathematics teacher learning and identity; curriculum design in school mathematics; mathematics teaching for sustainable futures; and mathematics teacher educator learning and expertise. She is currently an associate editor of the journal For the Learning of Mathematics.
Sean Chorney
Sean Chorney is an associate professor of mathematics education at Simon Fraser University in Burnaby, Canada. His research interests include mathematising social and ecological issues, the use of digital technology in learning mathematics, and exploring the expertise of MTEs. He is an associate editor of the International Journal of Science and Mathematics Education and the senior editor of Vector, the teacher journal of British Columbia, Canada.
Olive Chapman
Olive Chapman is a professor in mathematics education at the University of Calgary, Canada. Her research interests include mathematics teacher thinking, practical knowledge and learning; mathematics and problem solving knowledge for teaching; and mathematics teacher educator knowledge and learning. Her past professional service include Editor-in-Chief of the Journal of Mathematics Teacher Education and member of the Board of Directors of the National Council of Teachers of Mathematics.
