Kastberg’s new mathematics education book published

Combination graphic of Signe Kastberg's headshot and the cover of her new book, "Mathematics Teacher Educators' Intimate Scholarship".

Signe Kastberg co-authored a new book

September 16, 2025

Publication Title

Mathematics Teacher Educators’ Intimate Scholarship: Being, Knowing, and Ethics

Authors

Elizabeth Suazo-Flores, Signe E. Kastberg, Melva R. Grant and Olive Chapman

Publisher

Emerald Publishing Company

Publication Date

September 2025

About the Book (from the publisher)

Mathematics teacher educators’ (MTEs) intimate scholarship is growing in interest and is diversifying research methodologies and products in the mathematics teacher education field. Becoming an MTE involves identifying self as belonging to mathematics teacher education. Although insights about belonging in mathematics teacher education have focused on teachers, becoming an MTE involves learning and growing in the teaching of mathematics teaching. This volume brings together the work of a range of scholars at various career stages, working in mathematics teacher education using self-based methodologies such as narrative, autobiography and autoethnography, to explore knowing and doing in relation to the process of becoming mathematics teacher educators. The chapters in the book reflect the value of intimate scholarship and its focus on practice and a variety of associated methods are utilized to capture aspects of MTE work and a conceptualization of knowing in the context of practice. This book contains an Open Access chapter.

About the Author

Dr. Signe Kastberg is the Mary Endres Chair in Elementary Education and a professor of mathematics education in the Department of Curriculum and Instruction, College of Education, Purdue University. As a scholar of teaching and learning, Kastberg explores and contributes to public understanding of mathematics teaching and learning and mathematics teacher education. Kastberg’s discovery, learning, and engagement activities are undertaken to develop and contribute to understandings of the beauty and complexity of teaching, learning, and learning to teach mathematics-learners. Her perspective on teaching and learning is informed by her interpretation of radical constructivist epistemology (Von Glasersfeld, 1995) and Steffe and D’Ambrosio’s (1995) view of constructivist teaching. The mathematics context for her inquiry is multiplicative reasoning (Harel & Confery, 1994). She has worked to build evidence of relational practice (Grossman, 2011; Kitchen, 2005) including exploring and illustrating listening, trust, care, and empathy, and the ways in which these sustain and motivate student-teacher collaborations.