Call for Proposals - 2023 AMTE Conference

The Twenty-Seventh Annual Conference of the Association of Mathematics Teacher Educators will be held February 2-4, 2023 in New Orleans, Louisiana at the Astor Crowne Plaza - New Orleans French Quarter. The conference sessions will begin Thursday morning. The online submission site will open in early April.

Proposals for the 2023 Annual Conference are due May 15, 2022.

For 2022-23, the AMTE Board named the following priorities:

  • Provide resources and strategies for both the recruitment, retention, and diversification of the mathematics teacher pipeline, and equally important, the recruitment, retention, and diversification of the mathematics teacher educator pipeline.
  • Engage mathematics teacher educators in opportunities designed to strengthen the research and research-based practices of mathematics teacher education, with a commitment to supporting understanding of how issues of social and racial justice undergird all of our work.

When submitting proposals to any of the nine presentation strands, we encourage proposal writers to highlight connections to these priorities (when appropriate), as well as the AMTE Standards for Preparing Teachers of Mathematics (where appropriate). Connections to the standards and assumptions featured in AMTE’s Standards document are listed below at the end of the nine presentation strand descriptions.

Call for Proposals
(PDF)		          Submit a Proposal
(All-Academic)
    

            
 

 

Dates
Early April 2022 Online Submission System available
May 15, 2022 11:59 PM PDT Proposals due via online submission site
mid August Notification to presenters of accepted proposals  
September 15, 2022 Conference registration deadline for presenters

All presenters must register for the conference by the speaker deadline or their names will not be included in the conference program and their session may be canceled.

Strands

AMTE values sessions that exhibit a strong research base and also attend to the practice of developing mathematics teachers. Presentations that focus on the intersection of practice and research in mathematics teacher education are particularly encouraged. Sessions that focus on the sharing of resources related to mathematics teacher education should also be grounded in research or provide a theoretical basis for their work. Similarly, sessions focused on the results of recent research in mathematics teacher education should draw connections to mathematics teacher education practice. During the submission process, you will be asked to classify your presentation into one of the following strands that most closely aligns with your topic.

Show All ▼

Equity, Social Justice, and Mathematics Teacher Education ▼

Sessions related to equity, diversity, and social justice in mathematics teacher education. Includes efforts related to access, inclusion, respectful and fair engagement with others, and advocating for a more just and equitable mathematics education free of systemic forms of inequality such as those based on race, class, language, national origin, culture, gender, age, sexual orientation, religion, and dis/ability. (May relate to Standard C.4 or Assumption 1.)

Mathematics Education Policy and Program Issues ▼

Sessions related to national or international policy as well as programmatic issues in mathematics education. Includes efforts focused on position statements, calls for action, national and state standards, accreditation, pathways towards teacher certification, teacher education programs, and recruitment and retention of teachers. (May relate to Standard P.5.)

Mathematics Content and Curriculum ▼

Sessions related to making mathematics explicit in a variety of contexts, emphasizing multiple ways of knowing, expressing and using content, mathematical practices and processes, and curriculum. May include work on content courses for teachers as well as documenting mathematics in diverse settings. (May relate to Standards C.1, C.3, P.2, or Assumption 3.)

Mathematics Pedagogy ▼

Sessions related to the work of preparing prospective teachers in the realm of mathematics pedagogy and instructional practice. Includes efforts undertaken in methods and pedagogically-focused courses. (May relate to Standards C.2, P.3.)

Practice-Based Experiences for Prospective Teachers ▼

Sessions related to providing opportunities for prospective teachers to teach and to learn from their own teaching and the teaching of others. Includes experiences in school-based settings as well as teaching rehearsals, peer-teaching, classroom simulations, and other university-based experiences. Sessions related to the recruitment or support of mentor teachers are also invited. (May relate to Standards P.3.4, P.4.)

Collaborations and Partnerships ▼

Sessions related to synergistic activity between mathematics educators and others such as, but not limited to, STEM educators, special educators, community partners, or school partners. Sessions related to STEM education are encouraged. Collaborative work between departments at a university may also fit this category. (May relate to Standard P.1 or Assumption 4.)

Professional Development ▼

Sessions related to the content and/or structure of, environments for, or policies surrounding professional development work with mathematics teachers, coaches, specialists, administrators, and other school personnel engaged in teacher leadership. Includes reports on teachers engaged in structured self-inquiry such as lesson study and action research. (May relate to Assumption 2.)

Development of Mathematics Teacher Educators ▼

Sessions related to the preparation of individuals (e.g., teacher leaders, university faculty, consultants, mathematics specialists, coaches) to serve as mathematics teacher educators in K-12 schools, institutions of higher learning, or other organizations. Includes efforts related to the continuing professional development of mathematics teacher educators. (May relate to Standard P.3.5 or Assumption 5.) Sessions related to the work of practicing mathematics teacher educators likely belong in another strand.

Teaching and Learning with Technology ▼

Sessions related to supporting teachers to teach mathematics with technology or mathematics teacher educators’ use of technology as a platform for teacher education. Includes efforts related to Technological Pedagogical Content Knowledge (TPACK). (May relate to Standard C.2.5.)  Please read the NTLI Fellowship description below.

NTLI Fellowship Award Information

If you are planning a technology presentation for the 2024 AMTE Conference, please consider submitting a paper for the National Technology Leadership Initiative (NTLI) Fellowship Award! The AMTE NTLI Fellowship is awarded annually to recognize exemplary research (one presentation with an accompanying original paper) regarding appropriate technology use in mathematics teacher education. To indicate interest, please check the box on your All Academic proposal submission. After proposals have been reviewed and acceptances are announced, the Technology Committee chair will contact you with further details. Applicants will be asked to submit a paper (eight single-spaced pages maximum) in order to be considered for this award. All papers submitted for the Fellowship are reviewed by the AMTE Technology Committee.

The deadline for the paper submissions is October 14, 2023.

The winner of the award receives travel funding ($1200) to present at the annual conference of the Society for Information Technology and Teacher Education, and the paper is extended and forwarded to be reviewed for publication in the Contemporary Issues in Technology and Teacher Education journal (www.citejournal.org).

Contact David Glassmeyer (dglassme@kennesaw.edu) for questions and information about the review criteria.

More about the NTLI Award
Formats

The AMTE Annual Conference provides participants with opportunities to examine and discuss current issues at the intersection of research and practice in mathematics teacher education. With the exception of Reports and Posters, sessions must actively engage participants, and the ways in which a presentation will involve participants must be described in the proposal. The following are potential formats for presentations arranged in order of duration. Individual Sessions and Symposia have options for session duration. ​The program committee reserves the right to adjust session lengths to fit the confines of the program.

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Reports ▼

Reports allow for presentations that can be shared in a concise manner. Presentations will foreground either research or teaching with a connection to research or theory and practice. Final project descriptions or teaching or research ideas may be particularly appropriate. Audience engagement is typically not a component of these reports. The program committee will group 2 - 4 submissions on similar topics in the same session, and a member of the committee will moderate the session. Each report typically will have 10 minutes to present and 5 minutes to field questions/comments. During the last 15 minutes of the session, presenters and attendees will engage in a group discussion sharing feedback, providing suggestions, considering related ideas, and exploring possible collaborations. Successful Reports typically have one person present and use a minimum number of presentation slides with only pertinent information.

Individual Sessions ▼

Individual Sessions allow for project overviews and updates, descriptions of local, state, national, or international initiatives, and research or practice reports. Such sessions are 45 or 60 minutes and typically have 1-3 session presenters. At least one-third of the time must be allocated for active participant engagement.

Poster Session ▼

The Poster Session is intended to facilitate sharing information and research through a visual display of material rather than a formal oral presentation. This session allows an opportunity for informal discussions and interaction between the presenter(s) and the audience. Each poster must fit on a 36” high x 48” wide display board. The Poster Session will run 60 minutes and at least one presenter must be with each poster during the session.

Discussion Sessions ▼

Discussion Sessions allow AMTE attendees to hold rich, focused discussions around issues of shared interest and are 60 minutes. Discussion Sessions should begin with a brief presentation by the organizers (no more than 15 minutes) to provide a question or idea to frame the discussion. Proposals must include the key question(s) and/or key idea(s) that will be the central focus/foci guiding the session.

Symposia ▼

Symposia allow presenters to choose one of several different formats for a 60 or 75-minute session. Regardless of format, at least one-third of the time must be allocated for participant interaction. Symposia formats include:

  • Thematic Presentation: One substantive presentation regarding a specific relevant theme or issue for the AMTE audience with two prepared critiques or responses.
  • Panel Discussion: Panelists address salient points related to an issue of current concern to mathematics teacher educators with a moderator to foster and facilitate interaction.
  • Multi-Faceted Presentation: Several presentations focusing on the same issue from different perspectives or addressing related aspects of the issue.

Extended Sessions ▼

Extended Sessions are 120 minutes and allow presenters to choose one of several different formats. Regardless of format, at least half of the time must be allocated for participant interaction. Extended Session formats include:

  • Working Group: Participants engage in collaborative work towards a common goal or consider a particular issue relevant to mathematics teacher educators.
  • Workshop: Participants engage with course, technology, and/or assessment materials relevant to mathematics teacher education.
  • Interactive Panel Discussion: Panelists address salient points related to an issue of current concern to mathematics teacher educators with a moderator to foster significant participant interaction.
Submission

Create NEW Accounts for Proposal & Review Submission

Proposals are submitted using All Academic, an online conference management system.

Prior to submitting your proposal, you will need to:

  1. Create a new All Academic Account, and
  2. Have each of your co-speakers create an individual All Academic Account.

Online Proposal System
(available about April 1)

Note : You will need to create a new login at All Academic. Your AMTE username and password will not work, nor will All Academic account information from prior conference proposals.

Proposals Must be Blinded

Proposals must be blinded for review, including the title, session description, and references. Do not name authors, presenters, panelists, institutions, states, counties, cities, projects, or websites. Instead, use “Author (year)” for citations and references, and “X” for specific names or identifying information (e.g., “Project X”).

Additional identifying information is saved as a property of Word and PDF files even if it does not appear in the written text. You must access and remove this data stored in the file properties prior to submission. SIAM has an informative how-to guide that may be helpful. 

Unblinded proposals will not be reviewed.

Submission Requirements

Be prepared to submit the following information for each proposed session:

Presenter Information

Provide presenter names in the order they should appear in the conference program.

Session Information

 Provide the presentation strand, session format, and duration, if applicable.

Title

 Provide an informative title of no more than 15 words; do not include acronyms or hyphens in your title. The title must be blinded.

Session Description

 Provide a brief description of the session (up to 40 words) to be included in the program. The description must be blinded.

Proposal

 All proposals must be: a) blinded for review; b) a maximum of two pages (excluding references); c) single-spaced, 12-pt font, with 1-inch margins; and d) pdf format.

Proposals longer than two pages (excluding references) will not be reviewed. Proposals should not include links to external websites that include additional content about the proposal. Proposals should provide sufficient information for reviewers to use the review criteria provided and include some detail of how the session will be organized in the proposed time frame.

Resources to Consider when Preparing a Proposal

With the exception of the Poster Session, the conference venue will provide a screen and digital projector for each room. Presentations requiring audio must indicate their request as part of the proposal submission. No other equipment will be provided by AMTE. For the Poster Session, a 36” x 48” foam board, push pins, and an easel will be provided. Laptop computers and/or audio speakers are not appropriate for use in the Poster Session. Internet access will be available to presenters and attendees in all conference areas.

Limits on Participation

Regardless of session format, an individual may serve as lead presenter for one session and may appear no more than twice within the program. Lead presenters must personally certify all co-presenters have confirmed their willingness to participate in the session. Lead presenters must be listed first in the author order in All Academic.

Criteria

The criteria for blind proposal review include:

Presentation Goals

To what extent does the proposal describe goals for the session that are appropriate for an AMTE audience, including what participants may have the opportunity to learn by participating in the session?

3: The proposal clearly describes high-quality goals that are appropriate for an AMTE audience.

2

1

0: The proposal does not provide appropriate goals for an AMTE audience.

Relationship to AMTE's
Mission

To what extent is the proposed topic related to AMTE’s mission to promote the improvement of mathematics teacher education, K-12?

3: The proposed topic is highly relevant to AMTE’s mission.

2

1

0: The proposed topic is not relevant to AMTE’s mission.

Connection to Research or Theory

To what extent does the proposal include connections to existing research or theoretical perspectives?

3: The proposal describes clear and substantive connections between the topic and existing research or theory.

2

1

0: The proposal describes no connections between the topic and existing research or theory.

Connection to Practice

To what extent does the proposal indicate evidence of informing the practice of mathematics educators?

3: The proposal clearly describes past or potential impact on practice.

2

1

0: The proposal describes no evidence of past or potential impact on practice.

Engagement and Plan for Sessions*

To what extent does the proposal describe a well-planned session that actively engages participants?

3: The proposal clearly describes a well-planned session where presenters actively engage participants.

2

1

0: The proposal does not describe the active engagement of participants.

Quality of Ideas

To what extent does the proposal describe high-quality ideas?

3 The proposal describes high-quality ideas.

2

1

0 The proposal does not describe high-quality ideas.

Overall Rating

To what extent should this proposal be accepted?

3: The proposal should be accepted.

2

1

0: The proposal should not be accepted.

* Report and Poster proposals will not be reviewed for Presentation Engagement and Organization.

 

Questions

If you have questions regarding a proposal topic, session format, or the submission process, please contact:

Jeremy Zelkowski, Program Chair 
University of Alabama

programchair@amte.net