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As my chapter title suggests, I see my having been a mathematics teacher educator (MTE) as somewhat accidental. My path to becoming a mathematics teacher and later a MTE was unlike that followed by many of my colleagues and doctoral students over the years. They completed an undergraduate teacher preparation program and then taught at the precollege level for several years before deciding to obtain a doctorate and pursue a career as a MTE, whereas I took a different route that was decisively influenced by some unexpected twists and turns. I begin with a synopsis of my accidental MTE “origin story.” I hope doing so will situate some aspects of my career trajectory and illuminate the basis for some of my MTE core professional commitments, which I discuss later.

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Assisting Teachers to Promote All Students’ Thoughtful Engagement with Mathematics: Reflections of an Accidental Mathematics Teacher Educator

  • 章节

  • 发表日期：

    2026年

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  • Edward A. Silver

摘要

As my chapter title suggests, I see my having been a mathematics teacher educator (MTE) as somewhat accidental. My path to becoming a mathematics teacher and later a MTE was unlike that followed by many of my colleagues and doctoral students over the years. They completed an undergraduate teacher preparation program and then taught at the precollege level for several years before deciding to obtain a doctorate and pursue a career as a MTE, whereas I took a different route that was decisively influenced by some unexpected twists and turns. I begin with a synopsis of my accidental MTE “origin story.” I hope doing so will situate some aspects of my career trajectory and illuminate the basis for some of my MTE core professional commitments, which I discuss later.