Document Type

Conference Paper

Publication Date

2022

DOI

10.51272/pmena.44.2022

Publication Title

Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Pages

2207-2209

Conference Name

44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: Critical Dissonance and Resonant Harmony, November 17-20, 2022, Nashville, Tennessee

Abstract

Mathematics teacher educators (MTEs) are turning research lens on themselves to explore their knowledge and practices and with that contribute knowledge to the field of mathematics teacher education. In this working group we build from our exploration of MTEs' work. MTEs will describe their work and their views of knowledge and being in their work as MTEs. We invite MTEs to join our working group and assert that MTEs' discussions of their work will provide opportunities for professional learning that reveals how their knowledge and identity inform their practice.

Rights

© The Authors.

Included with the kind written permission of the authors.

Comments

Direct link to paper online: http://www.pmena.org/pmenaproceedings/PMENA%2044%202022%20Proceedings.pdf#page=2220

ISBN: 978-1-7348057-1-0

ORCID

0000-0001-5396-0732 (Grant)

Original Publication Citation

Suazo-Flores, E., Kastberg, S. E., Grant, M. R., & Chapman, O. (2022) Philosophical underpinnings of mathematics teacher educators' work. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2207-2209). Middle Tennessee State University. https://doi.org/10.51272/pmena.44.2022

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