Election 2022: Colleen Eddy

Participation in AMTE and/or AMTE Affiliates(s)

AMTE:

  • program proposal reviewer (2008-present),
  • program committee member (2007-2008),
  • local arrangements committee (2010-2011 & 2017-2018),
  • affiliate connections committee (Chair, 2015-2016),
  • conferences committee member (2019-2023)
  • AVP of Conferences (2020-2022)
  • Montgomery, M., Eddy, C.M., Kalinec-Craig, C., Gupta, D., & Hulme, K. (2022). Modeling equity: Mathematics teacher educator’s Torres’ Rights of the Learner in Methods Courses.
  • Mitchell, T., Eddy, C.M., Che, M., Young, J., & Wilkerson, T. (2022). Conversations about building and sustaining participatory research partnerships in mathematics education.
  • Naresh, N., Eddy, C.M., Morton, K. (2021). A human experience for K-8 preservice teachers and mathematics teacher educators.
  • Eddy, C.M. (2019). Facing the truth: Transforming practice as a mathematics educator for access and equity in mathematics.

AMTE-TX:

  • Past-President (2012-2013),
  • President (2010-2012),
  • President-elect (2008-2010);
  • Paper reviewer for conference (2009-2010);
  • NCTM/CAEP Task Force-Chair, (2014-2015);
  • NCTM/CAEP Task Force and chair for both the secondary (2015) and middle grades alignment (2016) for TExES standards
  • President’s Council (2017 – present)

Participation in Related Organizations

Asian Pacific Economic Committee (APEC)- STEM Education

  • Invited Mathematics Expert (2016-present)
  • Reviewer of SEAMEO Basic Education Standards (SEA-BES) – Common Core Regional Learning Standard (CCRLS) In Mathematics (

Research Council in Mathematics Learning (RCML):

  • Selected as Associate Editor for Investigations in Mathematics Learning (2018-2021); Vice President of Publications (2021-2024);
  • Editorial Board for Investigation in Mathematics Learning (2021-present);
  • RCML- elected to Publications Committee (2018-2021)
  • Program Co-chair (2017-2018)

NCTM:

  • Manuscript reviews for Mathematics Teacher and Mathematics Teaching in the Middle School (2006-2019);
  • Proposal reviewer for Research Pre-session of NCTM (2011);
  • NCTM National Council of Accreditation of Teacher Educators (NCATE/CAEP) Reviewer of Math Education Programs – Lead Reviewer 2016 – 2019

American Educational Research Association (AERA)

  • Special Interest Group: Lesson Study (2017 – present)
  • Program Co-chair 2018-2019,
  • Program Chair 2019-2020

Texas Council of Teachers of Mathematics (NCTM Affiliate):

  • Director of Publications (2017-2020)

Conference for the Advancement of Mathematics Teaching (CAMT) Program Committee member (2013-2014 & 2016-2017)

Qualifications for the Position

The opportunities to serve have given me experience of seeing leadership in action, the support for growing new leadership, and the dedication and commitment needed for an organization to thrive. Leadership roles have provided the opportunity to be mentored and to mentor others.

As a board member at large, it is important to listen. In my experience leadership requires active listening, noticing whose voices are heard and inquiring from those whose voices are not present. From this a leader can make connections between ideas to provide collaborative action.

Also, as a board member at large, it is important to collaborate. Through my numerous collaborations as a mathematics teacher and MTE, they provide opportunities and spaces for creative and alternative solutions that otherwise would not have occurred individually. As in research partnerships, we must value the input each person brings to the collaboration and their contributions.

Three Goals AMTE should make a Priority

1: Increase access and representation that represents the diversity of AMTE that includes but is not limited to culture, race/ethnicity, sexual orientation, MTE affiliation, and graduate students.

AMTE should be advocating and providing accessibility for inclusivity of all voices relates to mathematics teacher education. This includes supporting our membership and identifying future leaders for the organization.

2: Engage mathematics teacher educators in opportunities to reflect on our own personal and professional growth on issues of social and racial justice.

These opportunities could include book clubs, informal times at the annual conference, and in our committees and community circles.

3: Actionable ideas for determining the progress of AMTE goals.

This could include surveys, webinars, focus groups, analysis of articles published in the MTE and then presented at AMTE annual conference.

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