Understanding expertise in the mathematics classroom

The role of an MTE is to shape the learning and development of mathematics teachers at all phases of their careers. The aim of this project is to understand the different ways expertise can be realised/enacted/practiced/theorised and to conceptualise the ways in which mathematics teacher educator (MTE) expertise is different to the expertise of teacher educators more generally.
The researchers (Tracy and Sean) will return to classroom teaching (co-teaching) to students in secondary school alongside an established mathematics teacher as a way of finding out what MTEs attend to in the planning and teaching of mathematics and how and what MTEs and mathematics teachers learn through co-planning and co-teaching.
Tracy will co-teach year 7 students at a school in the Bristol area for a minimum of a 2 week period with a co-researcher, and classroom teacher.