The MTE Editors (Karen Hollebrands & Valerie Faulkner) are excited to announce a third issue of the journal that will be published in June 2020. The following articles will be featured:
Do You See What I See? Formative Assessment of Professional Noticing of Students’ Mathematical Thinking – Stephanie Casey, Eastern Michigan University and Joel Amidon, University of Mississippi
Learning to Launch Complex Tasks: Novice Teachers’ Experiences Exploring the Practice – Dawn Woods, Oakland University and Anne Wilhelm, Southern Methodist University
Design Principles for Examining Student Practices in a Technology-Mediated Environment – Jennifer Lovett, Middle Tennessee State University, Allison McCulloch, University of North Carolina at Charlotte, Lara Dick, Bucknell University, and Charity Cayton, East Carolina University
Undergraduate Research in Mathematics Education: Learning to Use Qualitative Data about Children’s Learning – Randall Groth, Jennifer Bergner, Jathan Austin, Claudia Burgess, and Veera Holdai, Salisbury University
We will be publishing our next issue in September 2020 and look forward to the first Focus Issue on Equity, Identity, and Power to be published in 2021.
Article Podcasts
Listen to MTE article authors describe their work on our new podcasts. Four seasons and 15 episodes are now available on both the AMTE and NCTM websites. The newest podcast is entitled Mathematics Teacher Educator Podcast Episode 15: Noticing Aloud: Uncovering Mathematics Teacher Noticing in the Moment and features Jen Munson.
Invitation from Editors
The MTE Editors welcome questions from prospective authors regarding submission ideas. Please feel free to send us an email message, and we will be happy to talk further with you. The editors will also be available during a session highlighting AMTE’s publications at the 2021 Annual Conference in Orlando, FL.
The Editorial Team’s Response to COVID-19
We hope that our readers, authors, and reviewers are safe and staying well as we all adjust to the new reality caused by COVID-19. We recognize that this pandemic has created challenges and caused interruptions in our lives as we adjust to new ways of working while continuing our work as mathematics teacher educators.
In response to this crisis, the editorial team has provided more time for authors to revise and resubmit their manuscripts. Reviewers are allotted more time to complete peer reviews, and we are providing extensions, if needed. We also know many of our reviewers will need to decline our invitations because of other commitments and responsibilities. We understand your need to do so and hope you will continue to review manuscripts for the MTE journal when you have more time to do so.