AMTE invites mathematics teacher educators to join a broad coalition in a year of collective, organizational, and personal action.
As the 2016-2017 school year begins, AMTE invites mathematics teacher educators to join a broad coalition in a year of collective action. The call includes lists of sponsoring organizations, selected readings, monthly events, and focus questions for reflecting on articles and books addressing equity and social justice in mathematics education.
Focus Questions for the Year
- How might we, the mathematics education community, make a difference in the teaching and learning of mathematics "that promote rich, rigorous, and relevant mathematical experiences" for all students? What key actions should we consider?
- How does the reading further inform or challenge your understandings of issues related to equity and social justice in mathematics education? What question(s) do you have in regards to the reading(s)?
- Association of Mathematics Teacher Educators (AMTE)
- Benjamin Banneker Association, Inc (BBA)
- California Mathematics Council-South (CMC-South)
- Journal of Urban Mathematics Education (JUME)
- National Council of Teachers of Mathematics (NCTM)
- National Council of Supervisors of Mathematics (NCSM)
- North American Study Group on Ethnomathematics (NASGEm)
- TODOS: Mathematics for ALL (TODOS)
- Women and Mathematics Education (WME)
AMTE Position Statement
AMTE's mission is grounded in a collective dual commitment to promote diversity and to advance equity and inclusion.Read our Position
On Tuesday, November 29, 2016, there was an AMTE Webinar on Cases for Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms, presented by Dorothy Y. White, University of Georgia, Sandra Crespo, Michigan State University, and Marta Civil, The University of Arizona.
The December Collective Action webinar, hosted by NCTM, is scheduled for December 5, 2016 at 7:00 pm EST. This hour-long webinar focuses on the readings from September through November. It is open to all AMTE members and other participating organizations.
- Mathematics as Gatekeeper: Power and Privilege in the Production of Knowledge (2010), by Martin, D., Gholson, M., & Leonard, J.
- "Both And" - Equity and Mathematics: A Response to Martin, Gholson, and Leonard (2010), by Confrey, J.
- Engaging Students in Meaningful Mathematics Learning: Different Perspectives, Complementary Goals (2010), by Battista, M.
We recommend AMTE members consider:
- How might the larger mathematics education community achieve a "both and" approach?
- How might the larger mathematics education community begin to respect the different perspectives of doing science employed when rigorously examining the critical issues of "diversity" and "equity" in mathematics education research?
Please join us at the 2017 Annual AMTE conference.
- We encourage you to attend at least one session in the Equity and Mathematics Education strand and talk with someone about your work around the issues of the session.
- (To be Updated) Read selected content in the new AMTE MTP standards. Equity is infused throughout the document and there are also specific sections.
- Women 1.5 Times More Likely to Leave STEM Pipeline after Calculus Compared to Men: Lack of Mathematical Confidence a Potential Culprit (2016) by Ellis, J., Fosdick, B. K., and Rasmussen, C.
- What role can mathematics teacher educators play in developing and strengthening K-12 girls' mathematics confidence and identity?
- What are effective instructional practices to support girls' mathematical confidence, identity and sense of agency?
Read Chapter 16: How do I learn to like this child so I can teach him mathematics?, by Mary Q. Foote, from AMTE's book, Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms with colleagues at your organization.
Consider the following questions:
- How would you support the teacher in addressing her negative views about the student and his mother?
- In what ways did the case and commentary authors suggestions help you think about the equity-related dilemmas you face in your own work?