The Mathematics Educator
http://tme.journals.libs.uga.edu/index.php/tme
<em>The Mathematics Educator</em> strives to provide a forum for collaboration of mathematics educators at varying levels of professional experience. Its purpose is to promote the interchange of ideas among the mathematics education community, locally, nationally, and internationally and to present a variety of viewpoints on a broad spectrum of issues related to mathematics education.The University of Georgiaen-USThe Mathematics EducatorFront Matter
http://tme.journals.libs.uga.edu/index.php/tme/article/view/480
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Copyright (c) 2018 TME Editors
2018-12-212018-12-21272A Note to Reviewers
http://tme.journals.libs.uga.edu/index.php/tme/article/view/481
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Copyright (c) 2018 TME Editors
2018-12-212018-12-21272The Impact of Math Teachers’ Circle Participation: Case Studies
http://tme.journals.libs.uga.edu/index.php/tme/article/view/378
<div><p class="TMEAbstract">The Math Teachers’ Circle (MTC) model is a widely implemented form of professional development that invites teachers to become practitioners of mathematics, thereby developing their fluency with mathematical practices. This article presents comparative case studies investigating the self-reported experiences of several MTC-participating teachers representing a range of mathematical backgrounds. Teachers’ reflections were examined through the lenses of three themes: views of mathematics, approaches to pedagogy, and professional engagement and leadership. Cross-case comparisons suggest several ways MTCs may be able to improve their support of teachers’ professional growth, for example through discussing mathematical mindsets and incorporating additional leadership opportunities.</p></div>Brianna DonaldsonMichael NakamayeKristin UmlandDiana White
Copyright (c) 2018 Brianna Donaldson
2018-12-212018-12-21272A Rubric Development Study for the Assessment of Modeling Skills
http://tme.journals.libs.uga.edu/index.php/tme/article/view/360
<div><p class="TMEAbstract">The purpose of this study was to introduce a rubric named “Rubric for the Assessment of Modeling Skills” for assessing cognitive modeling skills and explaining the rubric’s development process. The dimensions of the rubric are understanding the problem, simplifying, mathematizing, working mathematically, interpreting and validating. Twenty-three 6<sup>th</sup> grade and twenty 11<sup>th</sup> grade students took part in the study. During the ten weeks of the data collection process, we analyzed the participants’ solutions on the modeling tasks and constructed the levels of the dimensions. The rubric offers a detailed assessment and scoring for different solutions that may arise in any modeling task implementation.</p></div>Ayşe Tekin-DedeEsra Bukova-Güzel
Copyright (c) 2018 Ayşe Tekin Dede, Esra Bukova Güzel
2018-12-212018-12-21272What Do We Know About Secondary Mathematics Teacher Preparation in the United States?
http://tme.journals.libs.uga.edu/index.php/tme/article/view/403
<p><em>The structures of secondary mathematics teacher preparation (SMTP) programs in the United States are not well documented. This study sought to identify baseline data for SMTP programs. Survey data was collected from 86 different institutions regarding their SMTP programs. Results indicated that most SMTP programs are housed in mathematics departments, with programs often producing less than 10 teachers per year. Additionally, four-year SMTP programs were most common, with nearly all requiring a teaching methods course as well as clinical experiences. Tenure or tenure-track faculty did most student teaching supervision. Half of the participating institutions reported having a capstone course.</em></p>Matthew WinsorJ. Vince KirwanLawrence Ssebaggala
Copyright (c) 2018 Matthew Winsor, J. Vince Kirwan, Lawrence Ssebaggala
2018-12-212018-12-21272