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The development of mathematics teacher educators’ (MTEs) expertise has drawn attention in recent years to better understand how MTEs develop knowledge in teaching teachers how to teach mathematics. In this chapter, we discuss clusters of types of knowledge. We then present a TPACK framework to showcase a more complex configuration and composition of mathematics teacher educators’ professional development. We introduce what we call a nexus model, which uses metaphors of networks of knowledge, clusters, nodes, and edges to describe an MTE’s task development in a geometry-with-technology course as a case in point. We conclude with suggestions for further research and practice.

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Towards a Nexus Model for Mathematics Teacher Educators’ Development: A Geometry-with-Technology Course as a Case in Point

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  • 发表日期：

    2026年

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  • Olga Fellus,
  • Ruti Segal

摘要

The development of mathematics teacher educators’ (MTEs) expertise has drawn attention in recent years to better understand how MTEs develop knowledge in teaching teachers how to teach mathematics. In this chapter, we discuss clusters of types of knowledge. We then present a TPACK framework to showcase a more complex configuration and composition of mathematics teacher educators’ professional development. We introduce what we call a nexus model, which uses metaphors of networks of knowledge, clusters, nodes, and edges to describe an MTE’s task development in a geometry-with-technology course as a case in point. We conclude with suggestions for further research and practice.