The Mathematics Enthusiast

Volume 13 #1-2

Edited by:
Bharath Sriraman, University of Montana

A volume in the series: The Mathematics Enthusiast - Journal. Editor(s): Bharath Sriraman, University of Montana.

Published 2016

The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. It is published on a print-on-demand basis by Information Age Publishing and the electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is not affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics.

Indexing Information: Australian Education Index; EBSCO Products (Academic Search Complete); EDNA; Directory of Open Access Journals (DOAJ); Psyc-INFO (the APA Index); MathDI/MathEDUC (FiZ Karlsruhe); Journals in Higher Education (JIHE); SCOPUS; Ulrich's Periodicals Directory; Emerging Sources Citation Index (Thompson Reuters)


Guest Editorial: Mathematical Knowledge for Teaching: Developing Measures and Measuring Development, Reidar Mosvold (Norway) & Mark Hoover (USA)

Making Progress on Mathematical Knowledge for Teaching, Mark Hoover (USA), Reidar Mosvold (Norway), Deborah L. Ball (USA), & Yvonne Lai (USA)

What Does it Take to Develop Assessments of Mathematical Knowledge for Teaching? Unpacking the Mathematical Work of Teaching, Sarah Kate Selling (USA), Nicole Garcia (USA), & Deborah L. Ball (USA)

Assessing Mathematical Knowledge for Teaching: The Role of Teaching Context, Geoffrey Phelps (USA) & Heather Howell (USA)

Interview Prompts to Uncover Mathematical Knowledge for Teaching: Focus on Providing Written Feedback, Yeon Kim (South Korea)

Why Defining the Construct Matters: An Examination of Teacher Knowledge Using Different Lenses on One Assessment, Chandra H. Orrill (USA) & Allan S. Cohen (USA)

Knowledge for Equitable Mathematics Teaching: The Case of Latino ELLs in U.S. Schools, Aaron T. Wilson (USA)

In-service Teachers’ Reasoning about Scenarios of Teaching Mathematics to English Language Learners, Sultan Turkan (USA)

Teachers and their Educators – Views on Contents and their Development Needs in Mathematics Teacher Education, Mika Koponen (Finland), Mervi A. Asikainen (Finland), Antti Viholainen (Finland), & Pekka E.Hirvonen (Finland)

Use of Mathematical Tasks of Teaching and the Corresponding LMT Measures in the Malawi Context, Mercy Kazima (Malawi), Arne Jakobsen (Norway), & Dun N. Kasoka (Malawi)