Mathematics Teacher Educators Expertise: Experiences, Conceptions, Learning and Development (Research in Mathematics Education)

Research on the mathematics teacher educator (MTE) is an emerging field that is important to understand effective mathematics teacher education in a rapidly changing world. This edited volume addresses the expertise of MTEs —those who support mathematics teachers’ learning and development at various stages of their careers. It positions MTE expertise as extending beyond category-based knowledge, offering new ways of conceptualizing and examining expertise. Part 1 presents global studies that examine MTE expertise in practice. Part 2 highlights innovative methodologies for investigating MTE learning and development. Part 3 features reflective essays by distinguished MTEs, sharing personal insights, historical accounts, and pivotal moments in their professional journeys. This volume is a valuable resource for both new and experienced MTEs seeking to deepen their practice and research.

Tracy Helliwell

Tracy Helliwell is an associate professor of mathematics teacher education at the University of Bristol, United Kingdom. Her research interests include mathematics teacher education and professional development; mathematics teacher learning and identity; curriculum design in school mathematics; mathematics teaching for sustainable futures; and mathematics teacher educator learning and expertise. She is currently an associate editor of the journal For the Learning of Mathematics.

Sean Chorney

Sean Chorney is an associate professor of mathematics education at Simon Fraser University in Burnaby, Canada. His research interests include mathematising social and ecological issues, the use of digital technology in learning mathematics, and exploring the expertise of MTEs. He is an associate editor of the International Journal of Science and Mathematics Education and the senior editor of Vector, the teacher journal of British Columbia, Canada.

Olive Chapman

Olive Chapman is a professor in mathematics education at the University of Calgary, Canada. Her research interests include mathematics teacher thinking, practical knowledge and learning; mathematics and problem solving knowledge for teaching;  and mathematics teacher educator knowledge and learning. Her past professional service include Editor-in-Chief of the Journal of Mathematics Teacher Education and member of the Board of Directors of the National Council of Teachers of Mathematics.