1. Goos & Beswick: Introductory commentary chapter

Part 1: The nature of mathematics teacher educator expertise

2. Andrews, Childs et al.: The Knowledge Quartet: A model for the knowledge base of mathematics teacher educators?

3. Zazkis: Layers of task design towards stronger mathematical knowledge

4. Leikin: Challenging content for mathematics teachers as a major component of mathematics teacher educators' knowledge and expertise

5. Escudero-Avila et al.: Mathematics teachers' educator's knowledge: Identifying profiles of knowledge

6. Marshman: Learning to teach mathematics: How secondary pre-service teachers negotiate the different beliefs and practices of mathematics teacher educators

7. Biza et al.: The research mathematician in the classroom: What makes her practice uniquely enacted?

8. Chick & Muir: Mathematical knowledge and the mathematics teacher educator

Part 2: Learning and developing as a mathematics teacher educator

9. Olanoff et al.: Supporting mathematics teacher educators' growth and development through communities of practice

10. Brown et al.: Working with awareness as mathematics teacher educators

11. Van Zoest & Levin: Making mathematics teacher educator practice visible: A critical component of mathematics teacher educator learning across contexts

12. Bakogiani et al.: Teacher educators' learning in supporting mathematics teachers to integrate workplace issues/ practices into classroom teaching

13. Bissell & Brown: Mapping the territory: Using second-person interviewing techniques to narratively explore the lived experience of becoming a mathematics teacher educator

14. Nolan & Keazer: Culturally relevant to whom? Two mathematics teacher educators learn and teach about/though culturally relevant pedagogy

15. Ingram et al.: The influence of and interactions between different contexts in the learning and development of mathematics teacher educators.

16. Ntow & Adler: An exploration of identity formation: The case of a mathematics teacher educator

17. Wu: Nurturing secondary mathematics teacher educators in China: Challenges and opportunities

18. Anderson et al.: Investigating ways to build communities of practice between pre-service and in-service teachers

19. Sikko & Grimeland: Mathematician or mathematics teacher educator: The transition from pure mathematics research to primary school mathematics teacher educator

20. Osborn et al.: Shaping our collective identity as mathematics teacher educators

21. Chen et al.: Magic math as means of learning and development of a mathematics teacher educator

Part 3: Methodological challenges in researching mathematics teacher educator expertise, learning and development

22. Arzarello & Taranto: Mathematics teacher educators within the new technological environments: Changing the perspective.

23. Oates et al.: What influences mathematics teacher educator's decisions in course design? Activity Theory and Professional Capital as an investigative approach

24. Rojas et al.: Researching modeling by mathematics teacher educators: Moving the focus onto teaching practices

25. Chapman: Commentary chapter

26. Jaworski: Commentary chapter

Merrilyn Goos is Professor of STEM Education at the University of Limerick, Ireland, and Director of the university's Centre for STEM Education (EPI*STEM). Previously she was Professor and Head of the School of Education at The University of Queensland, Australia, and Professor of Mathematics Education at Loughborough University, UK. Goos has substantial experience and expertise herself as a mathematics teacher educator, having designed, coordinated and taught secondary mathematics methods courses for ten years. In 2003 the quality of her work as an MTE was recognised by a University of Queensland Award for Excellence in Teaching, and in 2004 she gained national recognition by winning an Australian Award for University Teaching. She is also the lead author of Teaching Secondary School Mathematics, a research-based textbook for pre-service mathematics teacher education. Since its publication in 2007 it has been widely adopted in universities in Australia and New Zealand. She has also published articles in most of the major mathematics education journals (e.g., Journal for Research in Mathematics Education, Educational Studies in Mathematics, ZDM, Journal of Mathematics Teacher Education, Mathematics Education Research Journal, Journal of Mathematical Behavior, For the Learning of Mathematics) and her body of published work has more than 5700 citations.

Kim Beswick is a Professor of Mathematics Education and Head of the School of Education at the University of New South Wales, Sydney, Australia. A Research Award from the Mathematics Education Research Group of Australasia (MERGA) recognised her research nationally in 2014. As an MTE for 15 years at the University of Tasmania, Beswick's expertise was recognised by two University Awards Teaching Excellence (2006, 2011). She received an Australian Learning and Teaching Council Citation for Outstanding Contributions to Student Learning (2008) and was the leader of a mathematics education team that received an Australian Award for Teaching Excellence (2012). Beswick is active in national mathematics education agendas, contributing to and leading work related to curriculum, teacher education policy development and implementation, and conference organisation. She is an author of Teaching mathematics: Foundations to Middle Years, a widely adopted text for preservice teachers in Australia that has also been adapted for use in South Africa. She has published articles in many of the major mathematics education journals (e.g., Educational Studies in Mathematics, ZDM, Journal of Mathematics Teacher Education, Mathematics Education Research Journal, Journal of Mathematical Behavior) and is an Associate Editor of the Journal of Mathematics Teacher Education.