AMTE is the largest professional organization devoted to the improvement of mathematics teacher education — it includes over 1,000 members supporting the preservice education and professional development of preK-16 teachers of mathematics. Members include professors, researchers, teacher-leaders, school mathematics coordinators, policy experts, graduate students, and others. »Learn More
Special Call from the Mathematics Teacher Educator: Supporting Teachers in Developing Content Knowledge and Content-Specific Teaching Practices
This special call from the Mathematics Teacher Educator is aimed at promoting innovations in developing teachers’ content knowledge. We want to better understand how mathematics teacher educators prepare prospective and practicing teachers in learning mathematics content and learning to teach mathematics content to K-12 students. The editorial board of MTE are looking for manuscripts that address teachers’ content knowledge, specialized content knowledge, and/or skills/competencies/practices in teaching a particular content domain (e.g., fractions, proportional reasoning, argumentation, modeling, geometry, algebra, etc.). Manuscripts should contain a description of a problem or issue related to teaching a particular area or domain of mathematics content, the methods/interventions/tools that were implemented to address the issue, the means by which these methods/interventions/tools and their results were studied and documented, and implications for mathematics teacher educators’ practice.
Find more information here.
Note that the submission deadline for a 2-page summary is May 1, 2026.
Title: Leveraging the Standards of Mathematical Practice: How Prospective Teachers Learn to Position AI as Problem Solving Partner
Date: March 26, 2026
Time: 12pm PST, 3pm EST
Cost: Free for members, $15 for nonmembers, $5 for student nonmembers
Description: This session invites participants to explore how AI can be positioned as a collaborative thought partner in mathematical problem solving and how this positioning influences learner engagement with the Standards for Mathematical Practice. Drawing on longitudinal, multi- method research with mathematics teachers, participants will explore empirical examples of learner-AI interactions during a mathematical modeling task and identify evidence of these practices. Building on this analysis, participants will engage in mathematical tasks using different AI tools commonly found in mathematics learning environments (e.g., Snorkl, Sizzle). The session concludes with discussion of the capabilities and limitations of AI tools and how existing effective mathematics teaching practices can inform intentional integration of AI in K–16 classrooms, teacher preparation, and professional learning settings.
Speakers: Zuhal Yilmaz, Terrie M. Galanti, Nirmala Naresh
A new issue of the Mathematics Teacher Educator has been published! Be sure to check out the articles below and the editorial focused on community as mathematics teacher educators.
What Does It Mean to Be in a Community of Mathematics Teacher Educators?
Allyson Hallman-Thrasher, Rachael Eriksen Brown, and Amber G. Candela
Jean S. Lee, W. Gary Martin, Glenn Waddell, Jr., and Amy Roth McDuffie
Preservice Teachers’ Evolving Knowledge Around Technology for Teaching Mathematics
Kelly Navas and Karina K. R. Hensberry
Developing Community Teachers of Mathematics in Mathematics Teacher Preparation Programs
Anita Sundrani and Luke B. Carman
Taylor E. Stafford, Heather Fink, Melinda Knapp, Ruth Heaton, and Torrey Kulow
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2026 AMTE Annual Conference in Portland, Oregon, February 5-7, 2026 |
Comprehensive, aspirational standards describing a national vision for the initial preparation of all teachers PreK-12 who teach mathematics.
As we move through the Spring semester, this issue of AMTE Connections highlights the many ways our community continues to learn from and support one another. In his presidential message, Farshid Safi reflects on the energy of the 2026 AMTE Annual Conference in Portland, OR and invites us to continue leading as a diverse community of scholars committed to strategic collective action. In this issue, you will find updates from several AMTE committees, opportunities for professional learning, and invitations to get involved—whether through contributing to the Tech Talk blog, attending upcoming webinars, or learning about new membership initiatives. We are also excited to feature articles that explore important aspects of mathematics teacher education, from helping preservice teachers interpret mathematical symbols, to designing meaningful mathematics tasks, to learning from program graduates to strengthen elementary mathematics teacher preparation. You will also find highlights from the Portland conference and the latest episodes from the Teaching Math Teaching podcast. Thank you to all who contributed to this issue and to the many members whose work continues to strengthen our AMTE community.
Eugenia Vomvoridi-Ivanovic, Connections Editor
Read the latest issue of Mathematics Teacher Educator, a scholarly journal co-published by AMTE and NCTM.
The Mathematics Teacher Educator Podcast accompanies the Mathematics Teacher Educator Journal and is co-sponsored by the Association of Mathematics Teacher Educators and the National Council of Teachers of Mathematics
CITE-M, a peer-reviewed journal sponsored jointly by AMTE and other organizations, features Just What Online Resources Are Elementary Mathematics Teachers Using?, by Emily J. Shapiro, Amanda G. Sawyer, Lara K. Dick & Tabitha Wismer.
Conversations with math teacher educators stepping into the role of teaching math teachers
Access our latest position statements.
Joint Position Statement on Evidence-Based Math Instruction
AMTE’s Continued Commitment to Organizational Mission & Position Statements
