Presentations focused on practice and/or research in mathematics teacher education are welcome. Sessions related to practice may include presenting or sharing resources for mathematics teacher educators. 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 the work of preparing individuals (e.g., teacher leaders, university faculty, consultants, mathematics specialists) 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. Sessions related to the work of practicing mathematics teacher educators likely belong in another strand.
Sessions related to the work of equitable practice in mathematics teacher education. Includes increasing diversity of mathematics teachers and mathematics teacher educators and efforts to effectively enable teachers to better serve the range of learners in their classrooms.
Sessions related to the work of preparing preservice and/or inservice teachers in the realm of mathematics content, processes, and/or practices. Includes efforts undertaken in content courses and content-based professional development. This strand was previously titled Mathematical Content Knowledge.
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, alternative teacher certification, and teacher education programs.
Sessions related to the work of preparing preservice and/or inservice teachers in the realm of mathematics pedagogy and instructional practice. Includes efforts undertaken in methods courses and pedagogically-focused professional development. This strand was previously titled Pedagogical Content Knowledge.
Sessions related to the experiences and impact of preservice teachers attending and working in K-12 school settings in mathematics education. Includes those that address early field experiences as well as student teaching and internships.
Sessions related to collaborations between K-12 schools and institutions of higher learning in mathematics education. Includes a focus on the aspects related to mathematics teacher education within these projects or partnerships.
Sessions related to the content and/or 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.
Sessions related to the use of technology in teaching and learning in mathematics teacher education. Includes efforts related to Technological Pedagogical Content Knowledge (TPACK). Please read the NTLI Fellowship description below.
NTLI Fellowship Award Information
If you are planning a technology presentation for the 2017 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 Friday, October 28, 2016.
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 ( citejournal.org ).
Contact Barbara Swartz ( email@example.com) for questions or more information about the review criteria.