For many preservice elementary and secondary teachers, the first time they encounter the notion that mathematics can be taught in ways other than what they experienced is in their teacher preparation program. Therefore, the potential impact of the mathematics teacher educator on the understanding and development of preservice teachers is immense, especially as that impact is considered in connection to the various reform efforts related to mathematics education that have spread across the country for the past three decades. Given the scarcity of systematic research focused on mathematics teacher educators, the author sought to understand defining characteristics of that role. He looked specifically for beliefs that mathematics teacher educators have in common as well as shared ways of enacting their craft by interviewing 16 university professors from around the United States who support the learning and development of preservice and inservice mathematics teachers. The beliefs that emerged from this study related to mathematics teaching, the learning of mathematics teaching, and the teaching of mathematics teaching. Potential communities of practice were also identified, through which the enactment of mathematics teacher educators' craft could be better understood. The specific beliefs and ways of interacting are discussed in terms of how they can support development and reflection among current and prospective mathematics teacher educators, as well as how they can support continued systematic research of mathematics teacher education.



College and Department

David O. McKay School of Education; Educational Inquiry, Measurement, and Evaluation



Date Submitted


Document Type





mathematics teacher education, mathematics education, beliefs, community of practice