How do Equity, Access, and Empowerment affect mathematics teacher education? What practices help mathematics teachers incorporate and address Equity, Access, and Empowerment through their teaching?
Equity, Access, and Empowerment have always impacted mathematics teacher education. Both NCTM and AMTE make explicit the fundamental role equity, access, and empowerment play in the work of mathematics teaching, developing mathematics teachers, and connecting to and understanding students’ mathematics identities.
The Editorial Panel of Mathematics Teacher Educator encourages manuscripts that include, but are not limited to:
- Integrating the work of mathematics teacher educators within critical frameworks directly addressing equity, access, and empowerment
- Providing evidence of how to engage preservice and/or inservice teachers in experiences that expose and take on issues of equity, access, and empowerment
- Conceptualizing mathematics teacher identity as connected to intersecting social spaces (i.e., home language, gender, immigration status, etc.).
The Mathematics Teacher Educator is a journal dedicated to building a professional knowledge base for mathematics teacher educators that stems from, develops, and strengthens practitioner knowledge. All manuscripts should contain a description of the relevant problem or issue that is addressed, the methods/interventions/tools that were used, the means by which these methods/interventions/tools and their results were studied and documented, and the application of the results to practice (both the authors’ practice and the larger community). More details about submitting to the journal are provided at http://www.nctm.org/publications/mathematics-teacher-educator/.
Please identify manuscripts for this special call by listing “EAE” as a keyword during the submission process. This call is not for a special issue of the journal, but is an ongoing invitation.