Election 2021: Enrique Galindo

Participation in AMTE and/or AMTE Affiliates(s)

I am currently serving as a Board Member At Large (2019-2022), in that role I represent the voice of the membership and support the mission and strategic priorities of AMTE by serving as liaison to the Professional Learning Division. Some highlights of my work include the opportunity to work with the newly formed Conference Committee as they secured sites for future conferences, developed procedures to ensure AMTE members have access to a strong set of learning opportunities at future conferences, and planned new ways to offer the AMTE conference virtually. I also had the opportunity to work with the Professional Learning Division as various committees sought for creative ways to support the membership in the past two years, and the opportunity to work with members and the AMTE leadership as new strategic priorities were identified for our organization. Before being elected as a Board member I served on the Communications Committee (2012-15) and on the Technology Committee (2008-2010). I also served as Chair for this Committee in 2010. These leadership opportunities within AMTE have been very rewarding and have helped me to learn more about our organization, to meet many of its members, and to hear many perspectives about what the future of AMTE should be.

I am a founding member of the Hoosier Association of Mathematics Teacher Educators (HAMTE), the Indiana affiliate of AMTE. I also served on the HAMTE Board of Directors (2012-16) and served as HAMTE President (2013-15).

Participation in Related Organizations

At the international level I have been a Member of the Steering Committee of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA, 2016-2018), and served as Co-Chair for the 2017 Conference in Indianapolis. I have also presented at PME-NA, served as a reviewer, and served as a strand leader. I am also a Member of the Scientific Committee for the Journal “Revista Latinoamericana de Investigación en Matemática Educativa” (Mathematics Education Research Journal of Latin America). At the national level I have served NCTM in several capacities, including leading the team that developed the electronic edition and the electronic examples for NCTM's Principles and Standards for School Mathematics (1997-2000), and leading the team that launched NCTM's Illuminations web site (1998-2000). I am currently a member of the Program Committee for the 2022 NCTM Regional Conference in Indianapolis. At the state level, I am a Board member for the Indiana Council of Teachers of Mathematics (ICTM), the Indiana affiliate of NCTM. I have also served as ICTM Conference Chair since 2019. I was also Conference and Program Co-Chair for the 2021 joint conference organized by the Hoosier Association of Science Teachers Incorporated (HASTI) and ICTM.

Qualifications for the Position

I have found AMTE to be an incredible organization offering vision and leadership to mathematics teacher educators, work that is very relevant to my research and service activities. My research focuses on teacher preparation and I have led several professional development projects working with teachers in the US and in other countries. My approach to professional development is to build collaborative partnerships that address teachers’ needs, building trust, acknowledging teachers’ opinions and needs, and co-creating approaches to change teaching practices. I have directed several research projects including a Noyce project to increase the pipeline into secondary mathematics education, and have served as an Advisory Board Member on several NSF projects. I was also Project Director and Principal Investigator for an NSF-funded project to reshape an elementary field experience to incorporate lesson study and a focus on student’s thinking. At Indiana University I have developed new courses on content and pedagogy for elementary and secondary preservice teachers with the goal of helping them develop the mathematical knowledge needed for teaching. Recently, I have developed an asynchronous course on geometry and measurement for elementary preservice teachers. I have also advised doctoral students and served as coordinator of the mathematics education program. 

My experience from the leadership positions in AMTE has provided me with knowledge and understanding of the organization. My experience in serving PME-NA, NCTM, HAMTE, ICTM, and other related organizations, as well as my experience directing projects, have provided me with leadership skills to work well with people and various stakeholders, be a good listener, and help build consensus. Serving AMTE is a great honor and a big responsibility. I would bring significant experience in professional service, teaching, and research. However, I also know that what makes this organization thrive is the creativity and dedication of its members, so I am excited about the future of our organization.

Three Goals AMTE should make a Priority

I am excited about AMTE’s 2020 - 2024 long-term goals, in particular the organizational commitment that frames them. This statement resonates with me “Our work as an organization must attend to the active support of more equitable and antiracist mathematics teaching and to the education and support of mathematics teacher educators in ways that provide meaningful opportunities to teach and learn for every mathematics student and teacher.” Three goals that I think AMTE should make a priority are: 

  1. Increase the diversity of mathematics teachers and teacher educators. We cannot ignore that at the moment mathematics teachers and mathematics teacher educators are predominantly white and middle-class individuals. It is hard to embark on the work of supporting more equitable and antiracist mathematics teaching without increasing the diversity of the teaching force. Our organization will be stronger when all voices are represented, and we can better improve education if our teachers and teacher educators reflect the makeup and values of our nation.

  2. Bridge research and practice to promote effective mathematics teacher education programs and practices. Many consider theory and practice as separate entities. We are facing a climate that favors the de-professionalization of teaching and the aforementioned dichotomy doesn’t help counter this challenge. It is important for AMTE to continue striving for the integration of research and P-16 practice to promote effective mathematics teacher education programs and practices. This is critical because we are more likely to impact practice if our efforts are informed by research, and our research is more likely to be relevant if it is grounded in practice.

  3. Leverage the creativity and strength of our organization, and the power of digital technologies, to make AMTE Standards for Preparing Teachers of Mathematics a “live” resource for the improvement of teacher preparation. The publication of AMTE Standards represents a significant moment for our organization. It is exciting that efforts are underway to create materials to support the AMTE Standards. The AMTE Standards can have a greater impact if we leverage technology to disseminate its messages with a growing collection of supporting resources. Doing so can make the AMTE Standards accessible to a broad audience both within and outside AMTE.

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