Journal of Mathematics Teacher Education

Aims & Scope

The Journal of Mathematics Teacher Education (JMTE) is devoted to research that seeks to improve the education of mathematics teachers and develop teaching methods that better enable mathematics students to learn.

The journal covers all stages of the professional development of mathematics teachers and teacher-educators.

It serves as a forum for examining institutional, societal, and cultural influences that impact on teachers' learning and ultimately their students’ learning.

Papers are published in one of three JMTE sections.

Research papers reflect the main topics of the journal and go beyond local or national interest.

Mathematics Teacher Education Around the World focuses on programs and issues of national significance that may be of wider interest or influence.

Reader Commentary consists of short contributions that may offer a response to a published paper or develop an idea.

The journal also publishes critiques of relevant reports and books.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.8

SJR (SCImago Journal Rank)

Year	Value
2024	1.367

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	52

Journal Rank

Year	Value
2024	2818

Journal Citation Indicator

Year	Value
2024	388

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Mathematics and Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Learning to observe: using video to improve preservice mathematics teachers’ ability to notice

  Citation: 510

  Authors: Jon R., Sharon K.

• The role of lesson analysis in pre-service teacher education: an empirical investigation of teacher learning from a virtual video-based field experience

  Citation: 283

  Authors: Rossella, Claudia, James W.

• Elementary Teachers’ Mathematics Subject Knowledge: the Knowledge Quartet and the Case of Naomi

  Citation: 282

  Authors: Tim, Peter, Anne

• The influence of video clubs on teachers’ thinking and practice

  Citation: 266

  Authors: Elizabeth A., Miriam Gamoran

• Improving mathematics instruction through lesson study: a theoretical model and North American case

  Citation: 263

  Authors: Catherine C., Rebecca R., Jacqueline

• Teacher Learning in Mathematics: Using Student Work to Promote Collective Inquiry

  Citation: 254

  Authors: Elham, Megan Loef

• Theory and Practice in Mathematics Teaching Development: Critical Inquiry as a Mode of Learning in Teaching

  Citation: 209

  Authors: Barbara

• The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices

  Citation: 203

  Authors: Jesse L. M.

• The Pedagogical Content Knowledge of Middle School, Mathematics Teachers in China and the U.S.

  Citation: 200

  Authors: Shuhua, Gerald, Zhonghe

• Conceptualising Resources as a Theme for Teacher Education

  Citation: 179

  Authors: Jill

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