Kentucky Journal of Mathematics Teacher Education
Exchanging Ideas to Advance Mathematics Teacher Educator Practice
Mission and Goals
The Kentucky Journal of Mathematics Teacher Education (KJMTE) contributes to building a professional knowledge base for mathematics teacher educators that stems from, develops, and strengthens practitioner knowledge. The journal provides a means for practitioner knowledge related to the preparation and support of teachers of mathematics to be not only public, shared, and stored, but also verified and improved over time. The journal is a tool that uses personal knowledge that mathematics teacher educators gain from their practice to build a trustworthy knowledge base that can be shared with the mathematics teacher education community. KJMTE is a scholarly, double-blind peer-reviewed journal for practitioners. Two issues of the journal are published each year.
Scope and Audience
KJMTE provides an open forum for both academic and informal discussions on various issues related to mathematics teacher education. The focus of submitted papers should be on the preparation of future mathematics teachers and the professional development of current mathematics teachers. Manuscripts may describe effective ways of influencing teachers’ knowledge, practices, or beliefs. Authors should keep in mind that the journal publishes work that appeals to mathematics teacher educators. This includes mathematics educators, mathematicians, teacher leaders, school district mathematics experts, and others. We hope to serve the mathematics teacher education community, and we wish to encourage the development and sustenance of an equitable and welcoming environment for all individuals interested in mathematics teacher education.
The primary audience of KJMTE is practitioners in mathematics teacher education, with practitioner broadly defined as anyone who contributes to the preparation and professional development of Pre-K to Grade 12 pre-service and in-service teachers of mathematics.
Write for KJMTE
The journal’s aim is to provide a space for the exchange of ideas to advance mathematics teacher educator practice. The journal welcomes manuscripts that support this aim. Of particular interest are manuscripts that address an issue in mathematics teacher education and the methods/interventions/tools that were used to investigate the issue along with the means by which results were determined and the impacts on practice. These types of manuscripts may (but are not required to) fall into one of the following broad categories.
Manuscripts that describe effective ways of influencing teachers’ knowledge, practice, or beliefs. This might include a description of activities, tasks, or materials that are used by a teacher educator to influence teachers in some way. These manuscripts would include a rationale for the intervention, a careful description of the intervention, discussion of the impact of the intervention, and how it might be used by others.
Manuscripts that describe the use of broadly applicable tools and frameworks in mathematics teacher education. This might include a classroom observation protocol, a task analysis framework, assessment tasks, or a framework for a teacher education program. These manuscripts would include a careful description of the tool or framework, what it is designed to capture, its use, and a discussion of the outcomes. The manuscript should include an explanation of how to interpret the results of the data captured by the tool. The tool should be made available for other professionals to use, modify, enhance, and study.
Meet Our Partners
Meet the Co-Editors
Dr. Bethany Noblitt and Dr. Nicholas Fortune are the current co-editors of KJMTE. If you have any questions about KJMTE or the submission process, please email them at firstname.lastname@example.org.