Candidate for Treasurer
Yi-Yin (Winnie) Ko
Indiana State University
Associate Professor of Mathematics Education
Participation in AMTE and/or AMTE Affiliates(s)
I have been a member of the Association of Mathematics Teacher Educators (AMTE) since 2014. In the past, I served on the AMTE’s Membership Committee (January 2016-December 2016) and Research Committee (2018-2021). I have also been a member of the AMTE affiliate, the Hoosier Association of Mathematics Teacher Educators (HAMTE), since 2012. For HAMTE, I have served as the treasurer since 2017.
Participation in Related Organizations
Currently, I am the director of the Mathematics Education Program (Spring 2015-Present), the chair of the Mathematics Education Curriculum Committee (Fall 2015-Present), and the chair of the Mathematics and Mathematics Education Tenure and Evaluation Committee (Fall 2020-Present) at Indiana State University. In the past, I served on the Curriculum and Academic Affairs Committee as a Chair (Fall 2018-Spring 2021) and the University Research Committee as a Vice Chair (Fall 2016-Spring 2017) at Indiana State University.
Qualifications for the Position
As the treasurer for HAMTE, I am responsible for establishing and maintaining a local bank account, paying invoices and reimbursements, managing membership fees via PayPal, participating in board meetings, preparing budget reports for the annual business meeting, and filing both Federal and State Income Tax forms every year. These experiences managing monies for HAMTE would help me in the transition into the treasurer position for AMTE.
Three Goals AMTE should make a Priority
I see three important goals for AMTE to prioritize in the next few years: (1) making equity explicit in mathematics teaching and learning; (2) connecting research to teaching to promote effective mathematics teaching and learning; and (3) increasing the diversity of mathematics teachers and mathematics teacher educators. Each of these three goals is equally important to reflect the mission of AMTE and to strengthen the evidence base for effective mathematics teacher preparation.