AMTE and NCTM are pleased to collaborate on the joint online journal Mathematics Teacher Educator.
- Vol 8, #1, Sept 2019 (current)
- Vol 7, #2 - March 2019 (current)
- 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, with approximately weekly updates from AMTE.
- 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 firstname.lastname@example.org to request your MTE login credentials.
Mission and Goals of MTE
Mathematics Teacher Educator is a scholarly, peer-reviewed journal for practitioners. Two 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.