Positioning preservice and practicing mathematics teachers as collaborators in professional learning has long been cited as an important consideration in developing meaningful teacher learning opportunities that positively influence teaching practice. Yet, teacher voice in mathematics teacher educator scholarship continues to be underrepresented. MTE is seeking invited manuscripts for early 2024 publication that describe preservice or practicing teacher professional learning opportunities and elevate teacher voice. See the full call here.
AMTE and NCTM are pleased to collaborate on the joint online journal Mathematics Teacher Educator.
Issues
- Vol 12, #1, Sept 2023
- Vol 11, #3, June 2023
- Vol 11, #2, Feb 2023
- Vol. 11, #1, Sept 2022
- Vol. 10, #3, June 2022
- Vol. 10, #2, Feb 2022
- Vol. 10, #1, Sept 2021
- Vol. 9, #3, June 2021
- Vol. 9, #2, Feb 2021
- Vol 9, #1, Sept 2020
- Vol 8, #3, June 2020
- Vol 8, #2, March 2020
- Vol 8, #1, Sept 2019
- Vol 7, #2 - March 2019
- Vol 7. #1 - Sept 2018
- Vol 6, #2 - March 2018
- Vol 6, #1 - Sept 2017
- Vol 5, #2 - March 2017
- Vol 5, #1 - Sept 2016
- Vol 4, #2 - March 2016
- Vol 4, #1 - Sept 2015
- Vol 3, #2 - March 2015
- Vol. 3, #1 - Sept 2014
- Vol. 2, #2 - March 2014
- Vol. 2, #1 - Sept 2013
- Vol. 1, #2 - March 2013
- Vol. 1, #1 - Sept 2012
(premiere issue of MTE, free to all)
MTE is an AMTE Member Benefit
Access to MTE is controlled by NCTM's online subscription system.
- If you are a current NCTM member , please use your NCTM login credentials to access the MTE site.
- If you are not a current NCTM member , please look for an email from NCTM with information on how to access MTE . If you haven't received this information, please login to AMTE, verify your membership , and email NCTM@NCTM.org and amte-support@amte.net to request your MTE login credentials.
Listen to the MTE Podcast!
Mission and Goals of MTE
Mathematics Teacher Educator is a scholarly, peer-reviewed journal for practitioners. Three issues of the journal are published each year.
The journal contributes to building a professional knowledge base for mathematics teacher educators that stems from, develops, and strengthens practitioner knowledge. The journal provides a means for practitioner knowledge related to the preparation and support of teachers of mathematics to be not only public, shared, and stored, but also verified and improved over time (Hiebert, Gallimore, and Stigler 2002).
Intended Audience of MTE
The primary audience of Mathematics Teacher Educator is practitioners in mathematics teacher education, with practitioner broadly defined as anyone who contributes to the preparation and professional development of pre-K–12 pre-service and in-service teachers of mathematics. Mathematics teacher educators include mathematics educators, mathematicians, teacher leaders, school district mathematics experts, and others.
