Volume 14: Issue 2 (Feb 2026)
A new issue of the Mathematics Teacher Educator has been published!
From the editors: In this issue, we share four articles, two of which are the first published from our special call, Supporting Teachers to Engage Traditionally Marginalized Learners.
Authors Sundrani and Carman (2026) share a theoretical perspective piece on developing community teachers of mathematics.
Authors Stafford, Fink, Knapp, Heaton, and Kulow (2026) share the Anti-Deficit Co-Noticing Tool (ACT), designed to support teachers in establishing equity-oriented noticing goals during instruction.
Authors Lee, Martin, Waddell, and Roth McDuffie (2026) represent AMTE’s Get the Facts Out (GFO) Project with their article, “Adapting Messages and Materials for Multiple Communities: Using Teacher Recruitment Materials With Integrity.” GFO was established to share the narrative around reasons to pursue a teaching career and develop materials for teacher recruitment. In their article, the authors share guiding principles that informed the development of effective teacher recruitment materials and discuss how they balanced fidelity and integrity of the messaging as they rolled out the materials to different communities.
Authors Navas and Hensberry (2026) describe an intervention used with preservice elementary teachers to develop their technological pedagogical content knowledge (TPACK).