Who teaches mathematics content courses for prospective elementary teachers in the United States? Results of a national survey

Questioning Our Credibility: An Exploration of the Professional Identity Development of Mathematics Teacher Educators

“…These struggles to employ student-centered strategies also manifested as a wider frustration with enacting theory into practice. Kingsley discussed his desire for a guideline to work with, highlighting the need for individualized mentoring to support him in becoming a well-performing graduate MTEs as mentioned in the literature [3,37]. With respect to competence, the MTEs saw this aspect of their identity as being heavily embedded in their PSTs' perceptions of them as MTEs.…”

“…However, research suggests that a majority of MTEs in the US have little experience teaching students at the level of mathematics they are expected to prepare PSTs to teach (e.g., elementary school), and, for international MTEs, rarely does that include experience teaching students in a new educational context. Additionally, there are a range of different models of support for MTEs, but the majority receive little to no specific training to support their roles in their preparation programs or in their jobs [37]. Without essential training and support, there is the risk that graduate MTEs, both international and non-international, will have insufficient experiences to support the development of a robust professional identity in order to consider themselves credible MTEs.…”

Viewing "Mathematics for Teaching" as a Form of Applied Mathematics: Implications for the Mathematical Preparation of Teachers

“…In countries such as the United States where mathematics courses for prospective teachers are typically offered by mathematics departments [16], it may be unrealistic to require or expect that instructors of these courses have good knowledge of pedagogy in addition to their robust mathematical knowledge [20]. However, if certain knowledge of pedagogy is recognized to be useful for teaching MfT to prospective teachers, ways need to be found to support these instructors in their work.…”

A review of research on affect of elementary prospective teachers in university mathematics content courses 1990–2016

“…We began with the assumption that there might be limited research on EPT affect in mathematics content courses. According to results found by Masingila et al () of the schools offering EPT content course 88.3% are taught in mathematics departments where clinical and part‐time faculty are typically not required to do research and many tenured and tenure‐track mathematicians may not prioritize research on affect of students over research on mathematical problems. This was an assumption about research and not meant to suggest mathematicians are not aware of affective issues in their classroom, on the contrary, they are critically aware and concerned (Hart, Oesterle, & Swars, ).…”

“…Accordingly, an increasing number of institutions of higher education are requiring specialized mathematics content courses for elementary prospective teachers (EPTs), often called Mathematics for Teachers (MFT) courses. For example, a study by Masingila, Olanoff, and Kwaka () found that of 1,926 institutions in the United States, 86% of post‐secondary institutions are currently offering specific content courses for EPTs. These courses offer significant opportunity for advancement in elementary teacher preparation.…”