Journal of Mathematics Teacher Education has just released the October issue (Volume 12, Number 5). This issue contains 5 interesting articles:
- Conditions of progress in mathematics teacher education, by João Pedro da Ponte
- Teachers’ innovative change within countrywide reform: a case study in Rwanda, by Alphonse Uworwabayeho
- Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices, by Dionne I. Cross
- Multiple representations as sites for teacher reflection about mathematics learning, by Amy E. Ryken
- Understanding the influence of two mathematics textbooks on prospective secondary teachers’ knowledge, by Jon D. Davis
Alphonse Uworwabayeho’s article abat the Rwandan case study is an Open Access article.