Mathematics teacher education journal: Mathematics Teacher Education and Development, MTED An Online International Journal with a focus on Australasia z What I reviewed Two issues of journal reviewed: Vol 21, No 1 Vol 20, No 3 z MTED Vol 21, No 1 Secondary Practising Teachers’ Professional Noticing of Students’ Thinking About Pattern Generalisation Patterns Linking Interpreting and Deciding How to Respond During the Launch of a Lesson: Noticing from an Integrated Perspective Preservice Teachers’ Use of Curricular Resources for Mathematics Lesson Design Lesson Plays as a Mirror on Prospective Teachers’ Professional Knowledge for Mathematics Teaching Building conceptual knowledge of fraction operations among pre-service teachers: Effect of a representation-based teaching approach within a teacher education program Learning ambitious teaching of multiplicative properties through a cycle of enactment and investigation Maths Anxious Pre-Service Teachers’ Perspectives of “Doing” Mathematics in a Whiteboard Room Using Teaching Through Problem Solving to Transform In-Service Teachers’ Thinking about Instruction z MTED Vol 21, No 1 Occasioning teacher-educators’ learning through practice-based teacher education Facilitation Practices in Mathematics Teacher Education that Promote Productive Identities in Preservice Elementary Teachers Growing mathematics teachers: Pre-service primary teachers’ relationships with mathematics Data Praxis: Teacher educators using data to inform and enhance pre-service teacher mathematics. Collaborative teacher educator reflection as an approach to (re)designing a mathematics education assessment task Linking practice and theory: A case study of mathematical discourse between a mathematics teacher educator and a primary classroom teacher On noticing (and) the theory-practice nexus in mathematics teacher education: Conceptualizing new Bourdieuian fields of social practice in field experience z Journal Description Journal Description. The MTED is an online journal that focuses on mathematics teacher educator research and findings internationally although they serve as the official journal of the Mathematics teacher education group of Australasia MTED is now (from 2014) an on-line journal, with articles being published on-line first and then grouped into on-line issues and indexed above. The Mathematics Teacher Education and Development Journal (MTED), an official journal of the Mathematics Education Research Group of Australasia, Inc. (MERGA), is an international refereed journal that provides a stimulating collection of articles with a focus on mathematics teacher education. z Journal Mission The mission of this journal is to provide a rich repository online of articles of general interest that focuses on mathematics teacher education that appeals to an international audience. z Types of articles published Articles that are published are diverse. They are interested in articles .

1. Mathematics teacher education journal: Mathematics Teacher
Education and Development, MTED
An Online International Journal with a focus on Australasia
z
What I reviewed
Two issues of journal reviewed:
Vol 21, No 1
Vol 20, No 3
z
MTED
Vol 21, No 1
Secondary Practising Teachers’ Professional Noticing of
Students’ Thinking About Pattern Generalisation
Patterns Linking Interpreting and Deciding How to Respond
During the Launch of a Lesson: Noticing from an Integrated
Perspective
Preservice Teachers’ Use of Curricular Resources for
Mathematics Lesson Design
Lesson Plays as a Mirror on Prospective Teachers’ Professional
Knowledge for Mathematics Teaching

2. Building conceptual knowledge of fraction operations among
pre-service teachers: Effect of a representation-based teaching
approach within a teacher education program
Learning ambitious teaching of multiplicative properties
through a cycle of enactment and investigation
Maths Anxious Pre-Service Teachers’ Perspectives of “Doing”
Mathematics in a Whiteboard Room
Using Teaching Through Problem Solving to Transform In-
Service Teachers’ Thinking about Instruction
z
MTED
Vol 21, No 1
Occasioning teacher-educators’ learning through practice-based
teacher education
Facilitation Practices in Mathematics Teacher Education that
Promote Productive Identities in Preservice Elementary
Teachers
Growing mathematics teachers: Pre-service primary teachers’
relationships with mathematics
Data Praxis: Teacher educators using data to inform and
enhance pre-service teacher mathematics.
Collaborative teacher educator reflection as an approach to
(re)designing a mathematics education assessment task
Linking practice and theory: A case study of mathematical
discourse between a mathematics teacher educator and a
primary classroom teacher
On noticing (and) the theory-practice nexus in mathematics
teacher education: Conceptualizing new Bourdieuian fields of
social practice in field experience
z

3. Journal Description
Journal Description.
The MTED is an online journal that focuses on mathematics
teacher educator research and findings internationally although
they serve as the official journal of the Mathematics teacher
education group of Australasia
MTED is now (from 2014) an on-line journal, with articles
being published on-line first and then grouped into on-line
issues and indexed above.
The Mathematics Teacher Education and Development Journal
(MTED), an official journal of the Mathematics Education
Research Group of Australasia, Inc. (MERGA), is an
international refereed journal that provides a stimulating
collection of articles with a focus on mathematics teacher
education.
z
Journal Mission
The mission of this journal is to provide a rich repository online
of articles of general interest that focuses on mathematics
teacher education that appeals to an international audience.

4. z
Types of articles published
Articles that are published are diverse.
They are interested in articles that are research-oriented on one
extreme, to articles that are “think” pieces that present new
ideas in the mathematics education space.
They emphasize the importance of their role in the sharing of
ideas and findings from research.
z
Length of articles
For Vol 21, No 1, the average page length of an article was
23.25.
For Vol 20, No 3, the average page length of an article was
18.71
z
Impact factor

5. There does not seem to be an impact factor for this journal. This
is an open source journal so I wonde rif open-source journals
get ranked using an impact factor.
z
Percentage of submitted articles get published
This information is not available on the website
z
The themes that emerge on what is being published
I looked at two publications of this journal. Each edition had a
clear focus. The first emphasized teacher practices; the second
emphasized teacher educator and preservice teacher practice.
z
Specifics in table formEditionType of studiesResearch design
usedPopulation focusComments
Vol 21, No 1
Range from Quantitative to Qualitative to the development of a

6. theory
Quantitative and Qualitative, theory
8 articles total. Half from US; ¼ are from Australia; the other ¼
are from other countries
A surprisingly diverse and interesting set of topics with a focus
on practice but also transforming practice. Vol 20, No 3Also
range of studies to include a lesson studyQuantitative,
Qualitative and mixed methods, Case studies and Lesson study7
articles total. Three from Australia; 2 from New Zealand; 1
from Canada; 1 from the US. All but one of the articles had a
specific focus on preservice teacher development either in the
classroom (clinical) or through professional training.
z
Narratives of each edition
Vol 21, No 1. The first (Vol 20, No 3) centered on developing
and improving practice and therefore was very practitioner
centered. For example, this journal edition had two articles on
noticing but all the articles emphasized some aspect of a teacher
or preservice teacher practice. The last article in this journal
was entitled, Transforming In-service teachers’ practice by
using teaching through problem-solving. This highlights one
teacher educator’s attempt to implement an instructional model
using problem-based instruction to train in-service teachers to
transform their practice.
Vol 20, No 3. The second centered on the pre-service teacher. It
presented two articles on how to strengthen the pre-service
teachers’ content and pedagogical content knowledge. Another
article dealt with co-teaching. One article I found particularly
interesting looked at how collaborative self-study can improve

7. outcomes for pre-service teachers. It uses a self-assessment or
self-study to help facilitate changes in curriculum work of pre-
service teachers.
z
Summary
Great, accessible journal with an international focus and with
lots of published articles I am personally interested in.
Not too many specifics on the quality of the journal
z
Journal Review
Journal: Mathematics teacher education journal: Mathematics
Teacher Education and Development, MTED
Two issues of journal reviewed:
1. Vol 21, No 1
2. Vol 20, No 3
Journal Description.
The MTED is an online journal that focuses on mathematics
teacher educator research and findings internationally although
they serve as the official journal of the Mathematics teacher
education group of Australasia
Briefly describe the journal’s mission (aim, audience, etc).
The mission of this journal is to provide a rich repository online
of articles of general interest that focuses on mathematics

8. teacher education that appeals to an international audience.
Types of articles published.
Articles that are published are diverse. They are interested in
articles that are research-oriented on one extreme, to articles
that are “think” pieces that present new ideas in the
mathematics education space. They emphasize the importance of
their role in the sharing of ideas and findings from research.
Length of articles
For Vol 21, No 1, the average page length of an article was
23.25.
For Vol 20, No 3, the average page length of an article was
18.71
Impact factor
There does not seem to be an impact factor for this journal. This
is an open source journal so I wonderif open-source journals get
ranked using an impact factor.
Percentage of submitted articles get published (if provided on
website)
This information is not available on the website
Edition
Type of studies
Research design used
Population focus

9. Comments
Vol 21, No 1
Range from Quantitative to Qualitative to the development of a
theory
Quantitative and Qualitative, theory
8 articles total. Half from US; ¼ are from Australia; the other ¼
are from other countries
A surprisingly diverse and interesting set of topics with a focus
on practice but also transforming practice.
Vol 20, No 3
Also range of studies to include a lesson study
Quantitative, Qualitative and mixed methods, Case studies and
Lesson study
7 articles total. Three from Australia; 2 from New Zealand; 1
from Canada; 1 from the US.
All but one of the articles had a specific focus on preservice
teacher development either in the classroom (clinical) or
through professional training.
The themes that emerge on what is being published
I looked at two publications of this journal. Each edition had a
clear focus. The first emphasized teacher practices; the second
emphasized teacher educator and preservice teacher practice.
Vol 21, No 1. The first (Vol 20, No 3) centered on developing
and improving practice and therefore was very practitioner
centered. For example, this journal edition had two articles on
noticing but all the articles emphasized some aspect of a teacher
or preservice teacher practice. The last article in this journal

10. was entitled, Transforming In-service teachers’ practice by
using teaching through problem-solving. This highlights one
teacher educator’s attempt to implement an instructional model
using problem-based instruction to train in-service teachers to
transform their practice.
Vol 20, No 3. The second centered on the pre-service teacher. It
presented two articles on how to strengthen the pre-service
teachers’ content and pedagogical content knowledge. Another
article dealt with co-teaching. One article I found particularly
interesting looked at how collaborative self-study can improve
outcomes for pre-service teachers. It uses a self-assessment or
self-study to help facilitate changes in curriculum work of pre-
service teachers.
Journal Review
Journal:
M
athematics teacher education journal
: Mathematics Teacher Education and
Development, MTED
Two issues of journal reviewed:

11. 1.
Vol 21, No 1
2.
Vol 20, No 3
Journal Description.
The MTED is an online journal that focuses on mathematics
teacher educator research
and findings internationally
although they serve as the official journal of the Mathematics
teacher education group of Australasia
Briefly describe the journal’s mission (aim, audience, etc).
The mission of this journal is to provide a rich repository online
of articles
of general
interest
that focus
es
on mathematics teacher education that
appeals to an
international
audience.

12. Type
s of articles published.
Articles that are published are diverse. They are interested in
articles that are research
-
oriented on one extreme, to articles that are “think” pieces that
present new ideas in the
mathematics education space. They emphasize the
importance of their role in the sharing
of ideas and findings from research.
Length of articles
For Vol 21, No 1, the average page length of an article was
23.25.
For
Vol 20, No 3, the average page length of an article was 18.71
Impact factor
There does not seem to be an impact factor for this journal. This
is an open source journal
so I wonderif open
-
source journals get ranked using an impact factor.
P

13. ercentage of submitted articles get published (if provided on
website)
This
information is not available on the website
Edition
Type of
stud
ies
Research
design used
Population focus
Comments
Journal Review
Journal: Mathematics teacher education journal: Mathematics
Teacher Education and
Development, MTED
Two issues of journal reviewed:
1. Vol 21, No 1

14. 2. Vol 20, No 3
Journal Description.
The MTED is an online journal that focuses on mathematics
teacher educator research
and findings internationally although they serve as the official
journal of the Mathematics
teacher education group of Australasia
Briefly describe the journal’s mission (aim, audience, etc).
The mission of this journal is to provide a rich repository online
of articles of general
interest that focuses on mathematics teacher education that
appeals to an international
audience.
Types of articles published.
Articles that are published are diverse. They are interested in
articles that are research-
oriented on one extreme, to articles that are “think” pieces that
present new ideas in the
mathematics education space. They emphasize the importance of
their role in the sharing
of ideas and findings from research.
Length of articles
For Vol 21, No 1, the average page length of an article was
23.25.
For Vol 20, No 3, the average page length of an article was
18.71
Impact factor
There does not seem to be an impact factor for this journal. This
is an open source journal
so I wonderif open-source journals get ranked using an impact

15. factor.
Percentage of submitted articles get published (if provided on
website)
This information is not available on the website
Edition Type of
studies
Research
design used
Population focus Comments
Mathematical Thinking
&
Learning Journal Review
Aim & Scope
Mathematical Thinking and Learning is directed at researchers
interested in mathematics education from the perspective of
theories and research in mathematics, psychology, sociology,
philosophy, anthropology, and information technology; with a
focus on mathematical thinking, reasoning, and learning.

16. This journal seeks high-quality articles that address one or more
of the following topics:
interdisciplinary studies on mathematical learning, reasoning or
thinking, and their developments at all ages;
technological advances and their impact on mathematical
thinking and learning;
studies that explore the diverse processes of mathematical
reasoning;
new insights into how mathematical understandings develop
across the life span, including significant transitional periods;
changing perspectives on the nature of mathematics and their
impact on mathematical thinking and learning in both formal
and informal contexts;
studies that explore the internationalization of mathematics
education, together with other cross-cultural studies of
mathematical thinking and learning;
studies of innovative instructional practices that foster
mathematical learning, thinking, and development; and
theoretical and philosophical analyses of issues related to the
previous topics.
Aim & Scope
Mathematical Thinking and Learning accepts the following
types of article:
Research Articles
Mathematical Thinking and Learning
Short Reports
Letters to the Editor and Critical Commentaries
This journal publishes 4 issues per year and has an impact
factor of 1,222.

17. Description of 3 IssuesIssueStudyType of StudyResearch
DesignNo. of AuthorsPagesPopulation
focusThemesImplications41EmpiricalQualitative528PrimaryCon
ceptual understanding and tasksResearchers, practitioners, and
policymakers2TheoreticalQualitative120Primary and
SecondaryContextual problemsPractitioners, and curriculum
designers3EmpiricalQualitative221PrimaryContextual
problemsPractitioners, and curriculum
designers31EmpiricalQuantitative223SecondaryIssues of
EquityResearchers and
practitioners2EmpiricalQualitative229SecondaryConceptual
understandingResearchers and
practitioners3EmpiricalQualitative327PrimaryPreservice teacher
knowledgeResearchers and practitioners4Book
Review12Research
DesignResearchers21TheoreticalQualitative320SecondaryConce
ptual understandingResearchers, practitioners, and curriculum
designers2EmpiricalQuantitative326PrimaryUse of
manipulativesResearchers and
practitioners3EmpiricalQuantitative323SecondaryConceptual
understanding of contextual problemsResearchers, practitioners,
and curriculum designers
This journal typically published empirical studies that employ
qualitative designs. These articles often have limited authors
and are written in about 24 pages. Their population is often
primary or secondary focused. They tend to address contextual
tasks, and students conceptual understanding of these tasks with
hopes of influencing researchers, practitioners, and curriculum
designers.
Journal Review

18. You will conduct a review Journal of Teacher Education
You need to review a minimum of 3 of the most recent issues of
the journal.
Your report should include the following 4 sections:
1. Journal Description. (1pt) Briefly describe the journal’s
mission (aim, audience, etc). What types of articles are
published? How long are the articles? What is the impact factor
(if provided on website)? What percentage of submitted articles
get published (if provided on website)?
2. Include a table that shows:
a. What type of study (empirical/theoretical/policy)
b. The research design used in the articles: Qualitative, Mixed
Methods, Quantitative (1pt)
c. The population of focus for the study (Primary population
and secondary if needed). (1pt)
3. The themes that emerge on what is being published (For
example: issues related to equity, or mathematical content
knowledge). (2pts)
Please create a simple PowerPoint to post on Canvas for your
classmates to review.
5 Points
Journal Review

19. You will conduct a review
Journal of Teacher Education
You need to review
a minimum of
3
of the most recent issues of the journal.
Your report should include the following 4
sections:
1.
Journal Description.
(1pt)
Briefly describe the journal’s mission (aim,
audience, etc). What types of articles are published? How long
are the
articles?
What is the impact factor (if provided on website)? What
percentage
of submitted articles get
published (if provided on website)?
2.

20. Include a table that shows:
a.
What type of
study (
empirical/theoretical/policy)
b.
The
research design used in the articles: Qualitative, Mixed
Methods,
Quantitative
(1pt)
c.
The population of focus for the study (Primary popul
ation and
secondary if needed).
(1pt)
3.
The themes that emerge on what is being published (For
example: issues
related to equity, or mathematical content knowledge)
. (2pts)
Please create a simple

21. PowerPoint
to post on Canvas for your classmates to review.
5 Points
Journal Review
You will conduct a review Journal of Teacher Education
You need to review a minimum of 3 of the most recent issues of
the journal.
Your report should include the following 4 sections:
1. Journal Description. (1pt) Briefly describe the journal’s
mission (aim,
audience, etc). What types of articles are published? How long
are the
articles? What is the impact factor (if provided on website)?
What percentage
of submitted articles get published (if provided on website)?
2. Include a table that shows:
a. What type of study (empirical/theoretical/policy)
b. The research design used in the articles: Qualitative, Mixed
Methods,
Quantitative (1pt)
c. The population of focus for the study (Primary population

22. and
secondary if needed). (1pt)
3. The themes that emerge on what is being published (For
example: issues
related to equity, or mathematical content knowledge). (2pts)
Please create a simple PowerPoint to post on Canvas for your
classmates to review.
5 Points