Analyzing Eight Years of Mathematics Teacher Educator Articles: Where We Were, Where We Are, and Where We Are Going

Abstract

<jats:p>In this editorial, an analysis of articles published in the <jats:italic>Mathematics Teacher Educator</jats:italic> journal (<jats:italic>MTE</jats:italic>) from 2012 to 2020, which describes the knowledge base for mathematics teacher educators addressed by <jats:italic>MTE</jats:italic> authors, is presented. This analysis builds on similar work conducted four years ago (Bieda, 2016). These more recent findings demonstrate that articles focusing on teacher knowledge; mathematical content; student thinking and reasoning; and models of teacher preparation or in-service professional development (PD) have been the most frequently published in <jats:italic>MTE</jats:italic>. In contrast, a limited number of articles have focused on discourse; diversity, equity, and language; technology; and methods of research. This examination allows us to assess as a community where we were, where we are, and where we might go in the future.</jats:p>

Mathematics Teacher Educator: Looking Forward and Looking Backward

“…In our analysis of 8 years of articles published in MTE (West et al, 2020), we noted that few articles were published that addressed issues of diversity, equity, and inclusion in mathematics teacher education. In response to this analysis, the editorial panel created and distributed a call for manuscripts to be published in a focus issue on "Equity, Identity, and Power."…”