Presentation Strands

All presentations on both practice and research in mathematics teacher education are welcome. Sessions related to practice may include presenting or sharing resources for mathematics teacher educators. You will be asked to classify your presentation according to one of the following strands that most closely aligns with your topic.

Development of Mathematics Teacher Educators

Sessions related to the work of preparing individuals (teacher leaders, university faculty, consultants) 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, including those early in their careers. Sessions related to the work of practicing mathematics teacher educators likely belong under another strand.

Equity and Mathematics Education

Sessions related to equitable practices in mathematics teacher education. Includes increasing the diversity of mathematics teachers and mathematics teacher educators and sharing practices that effectively enable teachers to better serve the range of learners in their classrooms.

Mathematical Content Knowledge

Sessions related to the preparation of preservice and/or inservice teachers in the realm of mathematical content knowledge. Includes efforts undertaken in content courses and content-based professional development.

Mathematics Education Policy and Program Issues

Sessions related to national or international policy as well as programmatic issues in mathematics education. Includes position statements, calls for action, national and state standards, accreditation, alternative teacher certification, and teacher education programs.

Pedagogical Content Knowledge

Sessions related to the preparation of preservice and/or inservice teachers in the realm of pedagogical content knowledge. Includes efforts undertaken in methods courses and pedagogically focused professional development.

Preservice Teacher Field Experiences

Sessions related to the experiences and impact of preservice teachers attending and working in K-12 school settings in mathematics education. Includes early field experiences as well as student teaching and internships.

School and University Partnerships and Projects

Sessions reporting on efforts of collaboration between K-12 schools and institutions of higher learning in mathematics education. Includes a focus on the components or aspects related to mathematics teacher education within these projects or partnerships.

Teacher Professional Development

Sessions related to the structure of, environments for, or policies surrounding professional development work with mathematics teachers and teacher leadership. Includes reports on teachers engaged in structured self-inquiry such as lesson study and action research.

Teaching and Learning with Technology

Sessions related to the use of technology in teaching and learning mathematics or in mathematics teacher education. Includes practice and research related to Technological Pedagogical Content Knowledge (TPACK). Submissions to this strand may be considered for the NTLI Fellowship.

NTLI Fellowship Award Information

If you are planning a technology presentation for the 2015 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 31, 2014.

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).

More about the NTLI Award

Contact S. Asli Özgün-Koca (aokoca@wayne.edu) for questions or more information about the award review criteria.