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.
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.)
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.)
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.)
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.)
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.)
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.)
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.)
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.
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
IIf you are planning a technology presentation for the 2022 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 (8 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 15, 2021.
The winner of the award receives travel funding ($1200, made possible by a donation from Texas Instruments) 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 Dawn Woods (firstname.lastname@example.org) for questions or more information about the review criteria.