Mathematics Teacher Educators: Theories, Methodologies and Teaching Practices

Authors

  • Margaret Marshman University of the Sunshine Coast
  • Signe E. Kastberg Purdue University
  • Cristina Ochoviet Consejo de Formación en Educación

Keywords:

mathematics teacher educators, MTE identity, MTE practice, professional learning

References

Akkerman, S., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169. https://doi.org/10.3102/0034654311404435

Beswick, K., & Goos, M. (2018). Mathematics teacher educator knowledge: What do we know and where to from here? Journal of Mathematics Teacher Education, 21, 417–427. https://doi.org/10.1007/s10857-018-9416-4

Chapman, O. (2021). Mathematics teacher educator knowledge for teaching teachers. In M. Goos, & K. Beswick (Eds.), The learning and development of mathematics teacher educators. Research in mathematics education (pp. 403–416). Springer. https://doi.org/10.1007/978-3-030-62408-8_21

Chorney, S., Helliwell, T., & Chapman, O. (2025). Researching the expertise of mathematics teacher educators in initial teacher education settings. Journal of Mathematics Teacher Education, 28, 267–272. https://doi.org/10.1007/s10857-025-09688-0

Goos, M. (2025). The complexity of mathematics teacher educator expertise. Journal of Mathematics Teacher Education, 28, 445–457. https://doi.org/10.1007/s10857-025-09679-1

Herbst, P., & Chazan, D. (2011). On creating and using representations of mathematics teaching in research and teacher development. ZDM Mathematics Education, 43(1), 1–5. https://doi.org/10.1007/s11858-011-0306-9

Karsenty, R., Pöhler, B., Schwarts, G., Prediger, S., & Arcavi, A. (2023). Processes of decision-making by mathematics PD facilitators: The role of resources, orientations, goals, and identities. Journal of Mathematics Teacher Education, 26(1), 27–51. https://doi.org/10.1007/s10857-021-09518-z

Marshman, M. (2021). Learning to teach mathematics: How secondary prospective teachers describe the different beliefs and practices of their mathematics teacher educators. In M. Goos & K. Beswick (Eds.), The learning and development of mathematics teacher educators: International perspectives and challenges (pp. 123–144). Springer. https://doi.org/10.1007/978-3-030-62408-8_7

National Governors Association Center for Best Practices, & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics. https://corestandards.org/

Wasserman, N. H. (Ed.) (2018). Connecting abstract algebra to secondary mathematics, for secondary mathematics teachers. Springer. https://doi.org/10.1007/978-3-319-99214-3

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Zaslavsky, O., & Sullivan, P. (2011). Setting the stage: A conceptual framework for examining and developing tasks for mathematics teacher education. In O. Zaslavsky & P. Sullivan (Eds.), Constructing knowledge for teaching secondary mathematics (pp. 1–19). Springer. https://doi.org/10.1007/978-0-387-09812-8_1

Zazkis, R. (2020). Personal, nonlocal, tacit: On mathematical knowledge in teaching. Canadian Journal of Science, Mathematics and Technology Education, 20(4), 647–656. https://doi.org/10.1007/s42330-020-00118-2

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Published

2026-09-14