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This paper reports a survey of research in mathematics teacher education from 1999 to 2003 done by an international team of five mathematics educators and researchers. The survey included published research in international mathematics education journals, international handbooks of mathematics education and international mathematics education conference proceedings. Some regional sources from various parts of the world were also included. We investigated who was writing, from and in what settings, with what theoretical frameworks, and with what sorts of study designs for what core questions. We also examined the range of findings and conclusions produced in these studies. Our analysis presented here focuses on four themes that stood out from our initial investigation of almost 300 published papers, and systematically elaborated through a focused study of a 160 papers across key journals and conference proceedings in the field. From this vantage point, the paper offers a reflection on the current state of the field of mathematics teacher education research. Our aim is to stimulate discussion that can support the development of the field, not make final pronouncements about its nature.

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In this article talk is understood to be a resource for mathematical learning in school. As a resource it needs to be both seen (be visible) to be used and seen through (be invisible) to provide access to mathematical learning. Lave and Wenger's (1991) concept of transparency captures this dual function of talk as a learning resource in the practice of school mathematics. I argue that the dual functions, visibility and invisibility, of talk in mathematics classrooms create dilemmas for teachers. An analytic narrative vignette drawn from a secondary mathematics classroom in South Africa illustrates the dilemma of transparency that mathematics teachers can face, particularly if they are teaching multilingual classes.