AMTE Monographs

Between 2004 and 2010, AMTE published seven scholarly monographs related to mathematics teacher education. The monographs have since been republished by Emerald, with just archived summaries available on the AMTE website.

Browse Monographs (Emerald)

Mathematics Teaching: Putting Research into Practice at All Levels

AMTE Monographs, Volume 7

Co-editors

Johnny W. Lott, University of Mississippi

Jennifer Luebeck, Montana State University

Excerpt

Chapters in this monograph take up a variety of issues such as using online social networking in the preparation of teachers, examining the impact of textbook-specific professional development, and offering a mathematics-specific reading in the content area course. (from the Foreword)

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Scholarly Practices and Inquiry in the Preparation of Mathematics Teachers

AMTE Monographs, Volume 6

Co-editors

Denise S. Mewborn, University of Georgia

Hollylynne S. Lee, North Carolina State University

Excerpt

This monograph, like others produced by AMTE, serves as a forum for mathematics teacher educators to exchange ideas, experiences, resources and detailed accounts of work to improve preservice and inservice teacher preparation. (from the Foreword)

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Inquiry into Mathematics Teacher Education

AMTE Monographs, Volume 5

Co-editors

Fran Arbaugh, University of Missouri, Columbia, MO

P. Mark Taylor, Koinonia Associates, Knoxville, TN

Excerpt

Individually these articles provide insights into advancing our thinking about professional development, teacher preparation, and program development. Collectively, they have the potential to help the field of mathematics teacher education move forward in framing effective practices in mathematics teacher education and developing a focused, cohesive research agenda. (from the Foreword)

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Cases in Mathematics Teacher Education: Tools for Developing Knowledge Needed For Teaching

AMTE Monographs, Volume 4

Co-editors

Margaret S. Smith, University of Pittsburgh, PA

Susan N. Friel, University of North Carolina – Chapel Hill, NC

Excerpt

The goal of AMTE Monograph 4, Cases in Mathematics TeacherEducation: Tools for Developing Knowledge Needed for Teaching, is to providedetailed accounts of case use that will inform the mathematics teacher educationcommunity on the range of ways in which cases can be used to foster teacherlearning and the capacity to reflect on and learn from teaching. (from the Foreword)

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The Work of Mathematics Teacher Educators: Continuing the Conversation

AMTE Monographs, Volume 3

Co-editors

Kathleen Lynch-Davis, Appalachian State University

Robin L. Rider, East Carolina University

Excerpt

Professional development is an important aspect of the work in which mathematics educators engage. In this monograph, we broadly define professional development so that it captures the teaching and learning of preservice and inservice teachers and teacher educators. (from Ch. 1)

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Middle Math: Improving the Undergraduate Preparation of Teachers of Middle Grades Mathematics

AMTE Monographs, Volume 2

Co-editors

Mary B. Eron East Carolina University

Sidney L. Rachlin East Carolina University

Denisse R. Thompson, University of South Florida

Excerpt

The following monograph represents the work of many mathematics teacher educators who explored the content knowledge and pedagogical knowledge that make up the middle grades learning experience. The middle grades remains a unique period of time in students’ development and as such provides both challenges and promising opportunities for those who prepare teachers of middle grades mathematics. (from the Foreword)

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The Work of Mathematics Teacher Educators: Exchanging Ideas for Effective Practice

AMTE Monographs, Volume 1

Editors

Tad Watanabe, The Pennsylvania State University

Denisse R. Thompson, University of South Florida

Excerpt

This monograph marks a major step in the growth of the Association of Mathematics Teacher Educators (AMTE) as the leading organization for mathematics teacher educators. At the 2003 annual meeting in Atlanta, we celebrated the tenth anniversary of our organization, and the 2004 meeting in San Diego was the eighth AMTE annual meeting. This monograph is an effort by AMTE to provide further support for the work of mathematics teacher educators throughout the United States. (from the Preface)

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