Overview
This book contains an Open Access chapter. Mathematics teacher educators’ (MTEs) intimate scholarship is growing in interest and is diversifying research methodologies and products in the mathematics teacher education field. Becoming an MTE involves identifying self as belonging to mathematics teacher education. Although insights about belonging in mathematics teacher education have focused on teachers, becoming an MTE involves learning and growing in the teaching of mathematics teaching. This volume brings together the work of a range of US-based scholars at various career stages, working in mathematics teacher education using self-based methodologies such as narrative, autobiography and autoethnography, to explore knowing and doing in relation to the process of becoming mathematics teacher educators (MTEs). The chapters in the book reflect the value of intimate scholarship and its focus on practice and a variety of associated methods are utilised to capture aspects of MTE work and a conceptualisation of knowing in the context of practice.
Full Product Details
Author: Elizabeth Suazo-Flores (University of North Dakota, USA) ,
Signe E. Kastberg (Purdue University, USA) ,
Melva R. Grant (Old Dominion University, USA) ,
Olive Chapman (University of Calgary, Canada)
Publisher: Emerald Publishing Limited
Imprint: Emerald Publishing Limited
Dimensions:
Width: 15.20cm
, Height: 1.50cm
, Length: 22.90cm
ISBN: 9781835496251
ISBN 10: 1835496253
Pages: 200
Publication Date: 01 September 2025
Audience:
Professional and scholarly
,
Professional & Vocational
Format: Hardback
Publisher's Status: Active
Availability: In Print
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Author Information
Elizabeth Suazo-Flores is an assistant professor of mathematics education at the University of North Dakota (UND), USA, teaching mathematics methods courses for elementary and secondary mathematics teachers. Signe E. Kastberg is Professor and Mary Endres Chair in Elementary Education, Mathematics Education at Purdue University, USA. Her work contributes to understandings of the beauty and complexity of teaching, learning, and learning to teach mathematics-learners. Melva R. Grant is a Professor in the Department of Teaching and Learning at Old Dominion University, USA. Her work focusses on enhancing mathematics teacher preparation and broadening diversity and inclusion in institutional spaces. Olive Chapman is Professor of Mathematics Education at the University of Calgary, Canada. She served as editor-in-chief of the Journal of Mathematics Teacher Education and a member of the Board of Directors of the National Council of Teachers of Mathematics.
