. ( 2019 ). Transforming mathematics teacher education: An equity approach . Springer . 7. Berk , D. , & Hiebert , J. ( 2009 ). Improving the mathematics preparation of elementary teachers, one lesson at a time . Teachers and Teaching , 15 ( 3

# Search Results

### Crystal Kalinec-Craig, Emily P. Bonner, and Traci Kelley

### Alice F. Artzt

How a cooperative–learning activity was used in a college mathematics–teacher–education course to enable preservice and in–service middle and high school mathematics teachers to experience, learn about, and reflect on the intricacies, complexities, and values of effective cooperative–learning strategies.

### Mathew D. Felton-Koestler and Courtney Koestler

Many current and prospective teachers, policy makers, and members of the public view mathematics as neutral and objective, and they expect mathematics teaching and teacher education to be neutral as well. But what would it mean to think of mathematics teacher education as politically neutral? Below we consider some questions that we see as highlighting why mathematics teacher education cannot be neutral. We are not the first to raise these issues, but we appreciate the opportunity to discuss and reflect on them among a community of mathematics teacher educators. Although these questions have always been relevant, we see their importance growing in the face of the increased mathematization of our world and a highly polarized political landscape with a seemingly increased public acceptance of oppressive discourse and actions (Potok, 2017).

### Cherie Adler Aviv and Thomas J. Cooney

The survey reported here was conducted for the purpose of obtaining information about the status of secondary school mathematics teacher-education programs. The dearth of information about teacher-education programs was emphasized in the NACOME report (1975). The NACOME report particularly pointed out that little evidence exists on activities oriented toward preparation of mathematics teachers. This report represents an attempt to provide such information. In reporting the results, questions will be identified that need to be asked in order to obtain a clearer picture of the dynamics of a teacher-education program. We regret that we did not ask these questions.

### Kristen Bieda

When you link to http://www.nctm.org/Publications/mathematics-teacher-educator/About-Mathematics-Teacher-Educator/ to learn about writing a manuscript for publication in Mathematics Teacher Educator (*MTE*), one aspect of the call for manuscripts that likely stands out is the importance of informing the practice of mathematics teacher education. This directive in the call raises questions such as *What* is meant by “practice” in the *MTE* call, considering Lampert's (2010) unpacking of the various ways scholars use this term when talking about teaching? *Why* do we need work that speaks to the practice of mathematics teacher education? *How* is mathematics teacher education a *practice*? Over a decade ago, scholars fervently debated whether teaching, more broadly, is a practice (see Noddings, 2003) and, certainly, the issue is not yet settled. Meanwhile, the demand facing mathematics teacher educators to better educate teachers means more support is needed for those doing the work; mathematics teacher educators continue to face increasing pressure to prepare teachers to engage in more “ambitious teaching” (Newmann & Associates, 1996) than what was expected nearly three decades ago.

### Jill Adler and Zain Davis

This article describes an investigation into mathematics for teaching in current teacher education practice in South Africa. The study focuses on formal evaluative events across mathematics teacher education courses in a range of institutions. Its theoretical orientation is informed by Bernstein's educational code theory and the analytic frame builds on Ball and Bass' notion of “unpacking” in the mathematical work of teaching. The analysis of formal evaluative events reveals that across the range of courses, and particularly *mathematics* courses designed specifically for teachers, compression or abbreviation (in contrast to unpacking) of mathematical ideas is dominant. The article offers theoretical and practical explanations for why this might be so, as well as avenues for further research.

### Gerald R. Rising

The concern I express in this polemic is a simple but important one: *Education programs for mathematics teachers are not only below any reasonably acceptable standard, but they are getting steadily worse!*

### Kenneth J. Travers

“CELIBACY,” the mathematicianphilosopher Alfred North Whitehead has observed, “does not suit a university. It must mate itself with action.” In these action-packed days, people in the ivycovered halls constantly are being reminded of this maxim. And nowhere is it more nearly true than in teacher education. The long-overdue revolution in curriculum has made available instructional materials dealing with mathematical content relevant to the needs of our technological society.

### Margaret A. Farrell

Some good suggestions on how a competency-based teacher-education program might focus on nontrivial tasks and measure them in ways that are not merely based on checklists.

### Troy Bell, Michael Lolkus,, Jill Newton, and Craig Willey

oppression have operated, and continue to operate, to design mathematics teacher education experiences to increase awareness among current and future generations of teachers. Construction of Critical-Reading Group: Methods and Logistics It quickly