Mathematics Teacher Educator Expertise

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.

Chapter 1. Introduction to mathematics teacher educator' s expertise: Experiences, conceptions, Learning and development. - Part 1: Conceptions of MTEs expertise in the context of practice: Chapter 2. The role of mathematics teacher educators in re-organising prospective teachers mathematics for teaching. - Chapter 3. The work of mathematics teaching practice teachers: a case study of initial mathematics teacher training in Uruguay. - Chapter 4. Hubs and threads: Steering between metaphors towards a representation of a mathematics teacher educator course design. - Chapter 5. Student-Adaptive Pedagogy: A Development Model for Preservice Mathematics Teachers. - Chapter 6. MTEs developing mathematical meaning through discourse in multilingual teacher education contexts. - Chapter 7. Expertise of teacher leaders for supporting teachers' implementation of inquiry-based mathematics tasks. - Chapter 8. Developing ways of seeing as mathematics teacher educators. - Part 2. Innovative approaches to MTEs learning and expertise development :Chapter 9. Mathematics Teacher Educator identity in the context of change. - Chapter 10. Bodymarking: An Interpretive Process to Support Teacher Noticing. - Chapter 11. Mathematics teaching practices in pre-service teachers: Exploring my identity as a mathematics educator. - Chapter 12. Being a Former Teacher with Supportive Roles for Mathematics Teacher Educator. - Chapter 13. The noticing of a Teacher Educator s Noticing of Classroom Teachers in the Context of Learning to Teach through Problem Posing. - Chapter 14. A duoethnographic approach to thinking about pre-service mathematics teaching. - Part 3. Distinguished MTEs expertise: Experiences, conceptions, learning and development :Chapter 15. From student to teacher to teacher of teachers to teacher of teachers of teachers: Reflections from treading along a long winding road. - Chapter 16. Problems of practice: Fertile ground for mutual learning through research linked development in mathematics teacher education in South Africa. - Chapter 17. Stories of becoming a mathematics teacher educator: Awarenesses arising through experiences to issues to actions. - Chapter 18. Memories and reflections of a teacher educator. - Chapter 19. Mathematics teacher professional development: Low Floor, High Ceiling. - Chapter 20: Mathematics teacher education as a subversive activity: Finding spaces for innovation and agency. - Chapter 21. What lies behind a way of working? . - Chapter 22. Being a teacher educator: three developmental roles. - Chapter 23. Working with preservice mathematics teachers: Raising issues and exploring ways to answer. - Chapter 24. Insights from a mathematics teacher educator working in Brazil. - Chapter 25. On emerging as a phenomenologist: Issues and resolutions. - Chapter 26. M and ME in MDs, then being an MTE in EDs six universities in three countries: but never an MT for me. - Chapter 27. Reflections of a mathematics teacher education. - Chapter 28. Design and Implementation of Precision Training Based on Intelligent Assessment for Professional Development of Initial Mathematics Teacher. - Chapter 29. The three revelations: 40 years later. - Chapter 30. From Professional Learning to Preparing Professional Learning Facilitators: Expanding My Horizons. - Chapter 31. Reflections on being a mathematics teacher educator. - Chapter 32. Commentary on mathematics teacher educator' s expertise: Experiences, conceptions, Learning and development.