The Mathematics Educator

We are pleased to announce the publication of the long-awaited volume 31, issue 1 of The Mathematics Educator!

In this issue we have 5 articles and 1 book review:

1) "Using Bafa Bafa to Help Pre-Service Teachers Experience Microaggressions in the Classroom"
by Rebecca Anne DIBBS, Kelly LEWIS, Jennifer MOON, and Rebecca STEWARD
2) "Young Students Exploring Measurement Through Problem Solving and Problem Posing"
by Hanna PALMÉR and Jorryt VAN BOMMEL
3) "Contemporary, Emergent Mathematics for Teachers: A Case Study on an Online Graduate Program"
by Armando Paulino Preciado BABB and Ayman ALJARRAH
4) "Pre-Service Secondary Mathematics Teachers’ Opportunities to Learn Reasoning and Proof in Algebra"
by Jia HE and Tuyin AN
5) "What Makes Pedagogical Content Knowledge “Pedagogical”? Reconnecting PCK to Its Deweyan Foundations"
by Michael A. TALLMAN
6) "Rebuilding Readers’ Relationships with Mathematics: A Review of The Psychology of Mathematics: A Journey of Personal Mathematical Empowerment for Educators and Curious Minds"
by Amanda JANSEN

Congratulations to the authors!
Check out the issue here:

Vol. 31 No. 1 (2023) | THE MATHEMATICS EDUCATOR Using Bafa Bafa to help pre-service teachers experience microaggressions in the classroom Rebecca Anne Dibbs, Kelly Lewis, Jennifer Moon, Rebecca Steward 5-29 PDF

TME is excited to announce our new co-editor: Dru Horne! Dru earned his B.S. in Mathematics and his M.Ed. in Mathematics Education at the University of Georgia. He became interested in better understanding how students think about mathematics and how, as teachers, we can support students in making sense of mathematics. He is now an aspiring mathematics education researcher and doctoral student at UGA where he is studying how students and teachers conceptualize and understand proof and proving.

As we welcome Dru, we also want to thank outgoing editor James Drimalla for his service to The Mathematics Educator! His work and dedication to the journal will not soon be forgotten, and we hope that his future endeavors are as successful as his tenure at TME.

We are pleased to announce the publication of volume 30, issue 2 of The Mathematics Educator!

In this issue,
Preservice Teachers’ Conceptualizations of Mathematical Tasks by BIMA SAPKOTA
Does the Choice of Observation Instrument Matter?
by JENNIFER M. LEWIS, S. ASLI ÖZGÜN-KOCA, LENUEL HERNANDEZ, CHRISTOPHER NAZELLI, and KATE R. FRENCH
Scholarly Practice and Inquiry: Dynamic Interactions in an Elementary Mathematics Methods Course
by Andrew M. TYMINSKI and McKENZIE BRITTAIN

Congratulations to the authors!
Check out the issue here:

Vol. 30 No. 2 (2022) | THE MATHEMATICS EDUCATOR Does the Choice of Observation Instrument Matter? Jennifer Lewis, Asli Ozgun-Koca, Lenuel C Hernandez, Christopher Nazelli, Kate Rollert French 33-63 PDF

Dear members of the mathematics education research community!

We are pleased to announce that The Mathematics Educator (TME) journal is finally reopening for manuscript submissions. The COVID-19 pandemic was hard on us all and the TME staff had to make the difficult choice to put a freeze in place until we could ensure that our hard-working team of editors and reviewers could maintain both the quality of our publications and their own well-being during a global pandemic.

As we reopen, we look forward to continuing the legacy of our journal as well as ensuring that we provide equitable opportunities to all members of the research community. Which is why we are reaching out to the broader mathematics education research community and mathematics education departments to spread the word about our journal among its members, especially graduate students and early career researchers.

In the meantime, TME editors have been contributing members of the anti-discrimination initiative with editors of mathematics education research journals around the world (see ICMI July 2021 newsletter announcement). The initiative seeks to cultivate mathematics education as a field of research that is inclusive of all its contributors. Thus, TME is committed to the principle that the review process must practice anti-discrimination while it exercises its role in helping authors improve their production and helping editors ensure the scholarly excellence of published manuscripts.

* Why publish with TME?

We are a peer-reviewed journal that has been in print since 1990. Our journal is unique because it is run by the mathematics education graduate students at the University of Georgia, as part of the Mathematics Education Student Association (MESA, est. 1987).

We are an excellent venue for early career academics to experience the double-anonymous peer-review and publishing process because we have a history of quality publications (see Williams & Leatham, 2017) and, due to our position as doctoral students, our editorial staff and associate editors aim to provide a supportive environment for researchers new to the publishing process.

James Drimalla & Aida Alibek
TME Editors

Reference:
Williams, S. R., & Leatham, K. R. (2017). Journal quality in mathematics education. Journal for Research in Mathematics Education, 48(4), 369-396.

We are pleased to announce the publication of volume 30, issue 1 of The Mathematics Educator!

In this issue,

Teacher Candidates’ Reflections on Responding to Errors: Exploring Their Vision and Goals
FOSTER GRAIF, ERIN E. BALDINGER, & MATTHEW P.CAMPBELL

The Relationship Between Instructors’ Teaching Contexts, Academic and Professional Backgrounds, and Their Uses ofClass Time in Mathematics Content Courses for Elementary Teachers: Results of a National Survey
LAURA KYSER CALLIS & ALLEN G. HARBAUGHA

Discussion of Programmatic Differences Within Mathematics Content Courses for Prospective Elementary Teachers
TUYIN AN, DANIEL L. CLARK, HWA YOUNG LEE,EMILY K. MILLER, & TRAVIS WEILAND

Review of Mathematical Understanding for Secondary Teaching: A Framework and Classroom-Based Situations by Heid, Wilson, and Blume (2015)
BRIDGET DRUKEN

Congratulations to the authors!
Check out the issue here:

THE MATHEMATICS EDUCATOR Teacher Candidates’ Reflections on Responding to Errors: Exploring Their Vision and Goals Foster Graif, Erin E. Baldinger, Matthew P. Campbell PDF

We are pleased to announce the publication of volume 29, issue 1 of The Mathematics Educator! This year marks the 30th anniversary of TME. 🎂

In this issue,
Editorial: TME’s 30th Anniversary
PAST AND PRESENT TME EDITORS

Making Sense of Geometry Education Through the Lens of Fundamental Ideas: An Analysis of Children’s Drawings
ANA KUZLE & DUBRAVKA GLASNOVIĆ GRACIN

Undergraduate Students’ Meanings for Central Angle and Inscribed Angle
BIYAO LIANG & CARLOS CASTILLO-GARSOW

Analysis of Elementary Preservice Teachers’ Identification of Mathematical Problem-Solving Tasks and Anticipated Student Solutions
OZGUL KARTAL, SUSIE G. MORRISSEY, & GORJANA POPOVIC

Congratulations to the authors!
Check out the issue here:

THE MATHEMATICS EDUCATOR

WELCOME TO THE NEW LOOK OF TME!!!
https://openjournals.libs.uga.edu/tme/index

Dear TME community,

I am pleased to announce the new look of "The Mathematics Educator" website. It is our hope that the new site will be easy to navigate and pleasing to view. Our open-access journal management system was upgraded to the latest version, which was a somewhat involved process. User accounts should have been migrated automatically; however, there are sometimes technical glitches with this sort of thing.

If you cannot recall your username and/or password, or if your account seems to have disappeared with your prior login credentials, email [email protected] for support.

To create a new account, simply click on "Register" and fill out the form. We are always looking for new reviewers, and reviewing is a generous and beneficial way to contribute.

Brandon
TME Editor

THE MATHEMATICS EDUCATOR

We are pleased to announce the publication of volume 28, issue 2 of The Mathematics Educator!

In this issue,

Exercising Mathematical Authority: Three Cases of Preservice Teachers’ Algebraic Justifications
--PRIYA V. PRASAD & VICTORIA BARRON

Generalization, Assimilation, and Accommodation
--ALLISON DORKO

Secondary Mathematics Teacher Educators’ Interpretations of the Situative Perspective
--CYNTHIA E. TAYLOR & RYAN C. SMITH

The Effect of Additional Math in High School on College Success
--SETH POULSEN

Congratulations to the authors!

Check out the issue here:

The Mathematics Educator

We are pleased to announce the publication of volume 28, issue 1 of The Mathematics Educator!

In this issue,
A Preliminary Genetic Decomposition of Probabilistic Independence
--Karen Zwanch

Action Cards as Means into Second Graders’ Metacognition During Mathematics Problem Solving
--Ana Kuzle

Mathematics teacher developers’ views of a demonstration class
--Ginger Rhodes, Allyson Hallman-Thrasher, Kyle T Schultz

Congratulations to the authors!

Check out the issue here:

The Mathematics Educator

We are happy to announce the publication of volume 27, issue 2 of The Mathematics Educator! We thank all those who helped make this issue possible, including the authors, reviewers, and associate editors.

ARTICLES
The Impact of Math Teachers’ Circle Participation: Case Studies
--Brianna Donaldson, Michael Nakamaye, Kristin Umland, Diana White

A Rubric Development Study for the Assessment of Modeling Skills
--Ayşe Tekin-Dede, Esra Bukova-Güzel

What Do We Know About Secondary Mathematics Teacher Preparation in the United States?
--Matthew Winsor, J. Vince Kirwan, Lawrence Ssebaggala

Congratulations to the authors, and happy new year!!

Check out the issue here:

The Mathematics Educator

In This Issue 27(1),

In their review and interpretation of neuroscience studies, Andy Norton, Katy Ulrich, Martha Ann Bell, and Anthony Cate provided a new sense of mathematical embodiment by emphasizing the role of the hand in constructing mathematical objects through activity. Relatedly, they provided broad implications for mathematics instruction using manipulatives.

Mathematics at Hand | Norton | The Mathematics Educator Mathematics at Hand