Mathematics Teacher Education and Development (MTED)

About MTED :: Submitting manuscripts :: Review process :: Publication agreement :: Editor(s) :: Editorial Board

Index 1999


Call for Manuscripts:

MTED 17(1) Manuscripts are invited for Volume 17. Please send your manuscript about mathematics teacher education to MTED Editor.

2013 Volume 15(1)       Volume 15(2) Special Issue
2012 Volume 14(1)       Volume 14(2) Special Issue
2011 Volume 13(1)       Volume 13(2)
2010 Volume 12(1)       Volume 12(2) Special Issue
2009 Volume 11
2008/2009 Volume 10
2007/2008 Volume 9
2007 Volume 8
2005/2006 Volume 7
2004 Volume 6
2003 Volume 5
2002 Volume 4
2001 Volume 3
2000 Volume 2
1999 Volume 1


About MTED

The Mathematics Teacher Education and Development Journal (MTED), an official journal of the Mathematics Education Research Group of Australasia, Inc. (MERGA), is an international refereed journal which provides a stimulating collection of articles with a focus on mathematics teacher education in the broader sense. MTED is now (from 2014) an on-line journal, with articles being published on-line first and then grouped into on-line issues and indexed above.

Submission of high quality papers in any area of mathematics teacher education and development is invited. Topics should normally be of general interest to an international readership, but papers exploring specifically Australasian issues are also welcomed. Quite a diversity of articles will be included: research reports; papers addressing general issues and perspectives; “successful pathways” – reports of exemplary practices that have a strong theoretical basis or have been evaluated effectively; discussion on recent and potential policy decisions and curriculum developments; evaluations of programs, materials, particular practices, relevant research methods (e.g., teacher-as-researcher); summaries of what research says about specific mathematics education professional development themes; philosophical debates; “think" pieces where new ideas are presented; reviews of relevant books and software. The journal's purpose is to promote the sharing of ideas as well as research findings.

Preparing and submitting manuscripts

Manuscripts should conform to the style guidelines specified in Chapters 1-3 of the Publication Manual of the American Psychological Association, with minor modifications for Australasian usage as illustrated in the journal (see Manuscripts should be prepared in the approximate format used by this Journal, with tables and figures incorporated into the text and italics (not underlining) used when appropriate.

All submissions should be in MSWord. A template is provided for use in all submissions.

Papers (including references and appendices) are not to exceed 14 A4 pages 9000 words (excluding references).

The review process will be double blind. Authors should submit a blind version of the manuscript. In particular, all direct and indirect references to the author(s) should be scrupulously eliminated. All cited works by one or more of the authors should be referred to as Author followed by the date of publication, and these works omitted from the reference list but included on a separate sheet. Authors' names, affiliations and addresses should be included in a covering letter or message.

Authors should also certify in their covering email that the manuscript has not been submitted for review by any other journal. Only papers that differ substantially from previously published work should be submitted.

All manuscripts and editorial correspondence should be sent to the MTED Editor. Manuscripts should be sent as email attachments.

Books for review, or completed book reviews, should be sent to the Reviews Editor.

Review process

Each manuscript is handled by one of the editors. MTED uses a double-blind (author blind, reviewer blind) review process. The manuscript is reviewed blind by one of the Editorial Board members and two other referees. Working from the referees’ reports the editors then jointly decide on a publication outcome. They may require the authors of accepted papers to make specific revisions, and they may suggest to authors of rejected papers general revisions that might make them publishable. All authors receive copies of the referees’ reports. 

Publication agreement

A publication agreement must by completed and submitted when your manuscript has been accepted for publication.

Editorial Team (2013- )

Colleen Vale, Deakin University 
Gaye Williams, Deakin University 
Leicha Bragg, Deakin University 

Reviews editor: MTED

Ms Jill Brown
School of Education Australian Catholic University Patricks Campus, Melbourne

Editorial Board

Glenda Anthony, Massey University
Judy Anderson, University of Sydney
Mike Askew, Monash University
Robin Averill, Victoria University of Wellington
Sandra Frid, Curtin University
Keiko Hino, Utsuoniya University, Japan
Berinderjeet Kaur, National Institute of Education, Singapore
Elham Kazemi, University of Washington
Cynthia Nicol, University of British Columbia, Canada
Bob Perry, Charles Sturt University
Sandy Schuck, University of Technology, Sydney
Kaye Stacey, University of Melbourne
Jennifer Way, University of Sydney

Previous Editors

2010-2012 Jennifer Way, Janette Bobis & Judy Anderson
2005-2009 Sandra Frid, Len Sparrow & Merrilyn Goos
2002-2004 Ian Putt, Elizabeth Warren & Tim Herrington
2001 Peter Sullivan & Elizabeth Warren
2000 Ian Putt, Gloria Stillman & Elizabeth Warren
1999 Mary Klein, Ian Putt & Gloria Stillman

Editors of Special Issues

Special Issue 15(2), 2013: Japanese Lesson Study: A model for whole-school teacher professional learning
Susie Groves (Deakin University) & Brian Doig (Deakin University)

2012 Rosemary Callingham, Helen Chick & Steve Thornton
2011 Joanna Higgins & Linda Bonne
2010 Janeen Lamb, Michael Gaffney & Gayle Spry
2007 Bob Perry & Carmel Deizman