Home > TME > Vol. 17 > No. 2 (2020)

# Volume 17, Numbers 2 & 3 (June 2020)

If you have built castles in the air, your work need not be lost; that is where they should be. Now put the foundations under them. -- Henry David Thoreau

## Editorials

Foreword: Building a profession of mathematics teacher education

James Hiebert and Dawn Berk

Guest editorial: Special issue on supporting mathematics teacher educators’ knowledge and practices for teaching content to prospective (grades K-8) teachers

Aina Appova, Rachael M. Welder, and Ziv Feldman

## Theme 1: The Unique Nature of the Curriculum, Knowledge, and Participants in Mathematics Content Courses for Prospective Elementary Teachers

Exploring mathematical knowledge for teaching teachers: Supporting prospective elementary teachers’ relearning of mathematics

Alison Castro Superfine, Priya V. Prasad, Rachael M. Welder, Dana Olanoff, and Christina Eubanks-Turner

What Content PreK-8 Prospective Teachers Should Know and Why: Topic Recommendations for Content Courses

Pingping Zhang, April Brown, Manjula Joseph, and Jia He

Teaching Sociopolitical Issues in Mathematics Teacher Preparation: What do Mathematics Teacher Educators Need to Know?

Mathew D. Felton-Koestler

Opportunities to decrease elementary prospective teachers’ mathematics anxiety

Monica S. Karunakaran

## Theme 2: Professional Development for Mathematics Teacher Educators Focused on the Teaching of Mathematics Content Courses for Prospective Elementary Teachers

Supporting novice mathematics teacher educators teaching elementary mathematics content courses for the first time

Siobahn Suppa, Joseph DiNapoli, Eva Thanheiser, Jennifer M. Tobias, and Sheunghyun Yeo

Professional development for mathematics teacher education faculty: Need and design

Billy Jackson, Shandy Hauk, Jenq Jong Tsay, and Alma Ramirez

Growing a greater understanding of multiplication through lesson study: Mathematics teacher educators’ professional development

Mollie H. Appelgate, Lara Dick, Melissa Soto, and Dittika Gupta

## Theme 3: Promoting and Facilitating Prospective Elementary Teachers' Learning in Mathematics Content Courses: Activities, Lesson Ideas, Examples and Suggestions for Mathematics Teacher Educators

Experiencing active mathematics learning: Meeting the expectations for teaching and learning in mathematics classrooms

Kristy Litster, Beth MacDonald, and Jessica F. Shumway

The role of uncertainty in mathematical tasks for prospective elementary teachers

Ziv Feldman, Megan Wickstrom, Sayonita Ghosh Hajra, and Dittika Gupta

Providing opportunities to develop prospective teachers’ pedagogical content knowledge

Aina Appova and Cynthia E. Taylor

Using transformative learning theory to help prospective teachers learn mathematics that they already “know”

Kim Johnson and Dana Olanoff

Teaching the mathematics that teachers need to know: Classroom ideas for supporting prospective elementary teachers’ development of mathematical knowledge for teaching

Eric W. Kuennen and John E. Beam

Strategies for assessing mathematical knowledge for teaching in mathematics content courses

Cody L. Patterson, Amy Parrott, and Jason Belnap

Mathematics teacher educators’ addressing the common core standards for mathematical practice in content courses for prospective elementary teachers: A focus on critiquing the reasoning of others

Brooke Max and Rachael M. Welder

Supporting mathematics teacher educators’ practices for facilitating prospective teachers’ mathematical explanations in content courses

Allyson Hallman-Thrasher, Ginger Rhodes, and Kyle Schultz

Fostering and modeling the common core standards for mathematical practice in content courses for prospective elementary teachers

Stephanie Bernander, Jennifer E. Szydlik, and Carol E. Seaman

#### Editors

- Guest Editor
- Aina Appova
- Guest Editor
- Rachael M. Welder
- Guest Editor
- Ziv Feldman

#### Special Issue:

Supporting Mathematics Teacher Educators’ Knowledge and Practices for Teaching Content to Prospective (Grades K–8) Teachers