Reframing Research on Methods Courses to Inform Mathematics Teacher Educators’ Practice

Signe E Kastberg, Andrew M Tyminski, Wendy B Sanchez


Calls have been made for the creation of a shared knowledge base in mathematics teacher education with the power to inform the design of scholarly inquiry and mathematics teacher educators’ (MTEs) scholarly practices. Focusing on mathematics methods courses, we summarize and contribute to literature documenting activities MTEs use in mathematics methods courses. We suggest two strands of a research program that have the potential to structure and inform the development of MTEs’ scholarly inquiry and practices. A summary of findings from research studies exploring one type of methods course activity is shared. The research is explored for its potential to contribute to two different strands of the research program and to MTEs’ practices. Recommendations and implications for inquiry that supports MTEs’ practices are provided.

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