News and Press Releases

These joint talking points from American Association of Colleges for Teacher Education (AACTE), the Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics (ASSM), NCSM: Leadership in Mathematics Education, the National Council of Teachers of Mathematics (NCTM), and the Charles A. Dana Center at The University of Texas at Austin empowers mathematics leaders to inform others about evidence-based math instruction, which is the primarily endorsed approach to effective math teaching practices.

The Association of State Supervisors of Mathematics (ASSM) and the Association of Mathematics Teacher Educators (AMTE) are bringing forth this statement to highlight the need for educators to adopt asset-based practices and perspectives toward mathematics teaching and learning. Asset-based perspectives are essential to fostering positive mathematical identities and students' mathematics learning.

This updated joint position of the Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics (ASSM), NCSM: Leadership in Mathematics Education (NCSM) and the National Council of Teachers of Mathematics (NCTM) calls for elementary mathematics specialists to help ensure equitable and effective mathematics learning for each and every student.

Read the statement here.

AMTE advocates for teachers’ freedom to use their expertise and professional judgement to meet the individual needs of all learners in their complex classrooms as they work to teach mathematics in equitable and anti-racist ways. We recognize that mathematics curriculum is multifaceted and needs to represent the diverse experiences, histories, and identities that make up our world. For too long, mathematics curriculum has been presented from one point of view and has ignored contributions from mathematicians of color and from diverse backgrounds, opportunities to use mathematics for liberation, and connections between mathematics and the lived experiences of historically marginalized and minoritized students. It is important that there is diversity in representation and opportunities for learners to engage, explore, connect with, and question the curriculum and to see how mathematics extends beyond their experiences. As an organization, we support mathematics teacher educators and teachers across the nation who are working to bring this authenticity into the classroom to enhance the learning of mathematics for all.

Read the statement here

The Association of Mathematics Teacher Educators (AMTE) stands in solidarity with Black Americans in the face of racial injustice. We are dismayed by the inhuman and unjust treatment of Black Americans by law enforcement personnel in recent months with the deaths of George Floyd, Breonna Taylor, and Ahmaud Arbery.  We acknowledge the inequities that the pandemic has illuminated related to health care, economic standing, and education. As an organization, AMTE believes that racism must be interrogated in this country. We cannot look at what is happening to Black Americans and other oppressed groups as problems that they alone need to solve.

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A list of resources specifically related to our work as mathematics teacher educators is available on the AMTE Member Bulletin Board. We invite others to submit additional resources to this site to be shared with our mathematics education community.