This article examines how unstructured use of generative artificial intelligence can obscure preservice teachers’ mathematical and pedagogical reasoning, making it difficult for mathematics teacher educators to accurately assess readiness for classroom practice. Through a practitioner action research study in an elementary mathematics methods course, the author redesigned assessments to make candidates’ thinking more visible through in-class performance tasks, handwritten mathematical work, individual accountability, and oral lesson defenses. Findings suggest that while unrestricted AI use can mask gaps in pedagogical understanding, intentionally structured AI tasks can deepen candidates’ critical analysis and professional judgment. The article conculsed with recommendations for developing coherent program-wide AI expectations, designing assessments that preserve instructional visibility, and preparing future teachers to use AI responsibly without substituting it for independent reasoning. 

The Southeastern Conference Mathematics Education Community (SEC+ MEC) is a sustained conference-adjacent collaboration among mathematics teacher educators across SEC institutions and other partners focused on recruitment, preparation, and retention of secondary mathematics teachers. Building on regular virtual meetings, the community has convened four fall summits [University of Kentucky (2022), University of Florida (2023), Louisiana State University (2024), and Auburn University (2025)] to consolidate learning and coordinate next-step actions. Press releases from the universities document the convening sequence and the multi-year structure of the network, as well as the annual meeting focused on increasing recruitment, reducing program attrition, and setting collaboration goals for each academic year.

Updates on the Fall Institute, professional development webinars, and opportunities to get involved with AMTE