Mathematics Teacher Educators Learning at the Boundary Between Classroom Practice and Educational Research

Margaret Marshman; Kelli Anson

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Mathematics Teacher Educators Learning at the Boundary Between Classroom Practice and Educational Research

Journal article

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Mathematics Teacher Educators Learning at the Boundary Between Classroom Practice and Educational Research

Margaret Marshman and Kelli Anson

Mathematics Teacher Education and Development, Vol.28(3), pp.1-16

2026

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Abstract

critical friends

learning-at-the-boundary

mathematics teacher education research

mathematics teacher educators

Education departments provide support for teachers of mathematics, particularly out-of-field teachers, to improve their mathematics teaching. In this article, we explore the insights and learnings of mathematics teacher educators (MTEs) working as critical friends outside the formal structures of research or professional learning leadership. As part of the Queensland Department of Education M in STEM project mathematics educators from Queensland universities supported teachers in clusters of schools to address their shared problem of practice in mathematics teaching. This case study employed the Most Significant Change methodology to investigate how MTEs engaged at the boundary between classroom practice and educational research. Findings indicated that MTEs, through their roles as critical friends, had opportunities to hear teachers’ stories, observe classrooms in diverse contexts, and develop new insights into teaching practices. This process also enabled the generation of new or hybrid knowledge that bridged theory and practice. Implications for initial teacher education include a strengthened capacity for MTEs to connect curriculum and pedagogy with the lived challenges of classroom practice.

Details

Title: Mathematics Teacher Educators Learning at the Boundary Between Classroom Practice and Educational Research
Authors: Margaret Marshman (Corresponding Author) - University of the Sunshine Coast
Kelli Anson - University of the Sunshine Coast
Publication details: Mathematics Teacher Education and Development, Vol.28(3), pp.1-16
Publisher: Mathematics Education Research Group of Australasia
Date published: 2026
ISSN: 2203-1499
Grants: Critical friends supporting changes in teachers' mathematics teaching practices, 0980028041, University of the Sunshine Coast (Australia, Sunshine Coast) - UniSC
Organisation Unit: School of Education and Tertiary Access; Education and Learning Futures Research Cluster
Language: English
Record Identifier: 991264993102621
Output Type: Journal article

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