Call for Chapter Proposals: Vol. 7 of AMTE’s Professional Book Series

Call for Chapter Proposals

Developing Elementary Mathematics Specialists: Promising Practice-based Pedagogies

 

Find a PDF version of this call using the following link.

This new volume from the Association of Mathematics Teacher Educators (AMTE) focuses on promising practice-based pedagogies of mathematics teacher educators involved in the preparation and ongoing professional learning of Elementary Mathematics Specialists (EMSs). EMSs are elementary mathematics teachers and leaders having expertise in using and helping others use ambitious and equitable mathematics teaching practices (Aguirre et al., 2024; Huinker & Bill, 2017; NCTM, 2024). To influence others and effect change in their settings, these professionals require learning experiences that specifically address their multifaceted and layered needs. This book aims to provide images of how to effectively develop and provide ongoing support to EMSs through practice-based pedagogies. The goal of the book is to reflect on what we know and what we are learning from the innovations being implemented for the variety of student- and teacher-facing roles EMSs assume in schools..

The book focuses on practice-based pedagogies that support EMS learning regardless of the context (e.g., universities, school districts, regions, partnerships across settings). It will include stories or cases of promising pedagogies of practice-based education (PBE) used by EMS teacher educators (EMSTEs). As with initial teacher preparation, pedagogies of PBE such as representations of practice, approximations of practice, enactment, and reflections on practice (Grossman et al., 2009; Grossman, 2018; McDonald et al., 2013) have been shown to positively influence novice EMS development. Notably, PBE for EMSTEs extends beyond teaching to include leading, and provides the opportunity for seeing and analyzing practices in both areas. When considering EMSs and practice-based pedagogies, representations are intentionally selected artifacts or examples of teaching and leading practice (e.g., written or video cases, modeling). Approximations simulate teaching and leading practice (e.g., role-playing teaching of a mathematics concept or facilitating an instructional activity; coached rehearsals of interactions with students, colleagues, etc.). Supported enactments of teaching and leading practice occur within an EMS’s classroom, school, or other setting. All of these practice-based pedagogies involve focused analyses, reflection, and feedback on teaching and leading practice.

Criteria for inclusion of stories or cases of practice-based pedagogies of EMSTEs include: (1) alignment with AMTE’s (2024) new EMS Guidelines (online, pdf); (2) relevance to one or more of the diverse EMS roles (e.g., generalist teacher, specialist teacher, interventionist, teacher leader, coach) and their authentic practice as EMSs; (3) illustrative of how the pedagogy of PBE is promising (i.e., shown to enhance teaching, leading, and/or coaching practice); and (4) responsive to the evolving needs of the students, educators, schools, and districts EMSs serve. Grounded in practice-based pedagogies, the compiled stories and cases will provide timely, innovative modules/curriculum materials, scenarios, frameworks/tools, protocols, and other professional learning tasks that contribute to the practitioner knowledge base for those who prepare and support EMSs. We seek proposals for chapters from a wide audience of individuals who grapple with how to best prepare and support EMSs.

The book will have an introductory chapter that frames its focus, highlights its contents, and connects to the related history of EMSs (e.g., their varying roles and responsibilities, policies impacting their development and use). The last chapter will provide takeaways from across the chapters, articulate the key features of the promising pedagogies, and recommend future directions and action steps.

Chapter proposals must convey the context(s) for development of EMS content, pedagogy, and/or leadership knowledge, skills, and dispositions through practice-based pedagogies. These contexts may include but are not limited to:

  • Integrated content and pedagogy courses for prospective EMSs;
  • Integrated content and pedagogy courses for prospective EMSs;
  • District-based structures for EMSs’ ongoing learning and support; and
  • Regional or statewide networks for EMSs.

The proposals should illustrate promising practice-based pedagogies, including representations, approximations, and/or supportive enactment, all of which may include focused analyses, reflection, and feedback (e.g., lesson study/learning labs, video clubs, book studies, see potential ideas here). Proposals may also:

  • Specifically account for and leverage the varied leadership roles that EMSs may assume;
  • Integrated content and pedagogy courses for prospective EMSs;
  • Highlight models for district, region, state, and/or university partnerships developing EMS leaders; and
  • Attend to developing EMSs’ leadership capacity alongside teachers in mathematics professional learning.

Deadline to submit a chapter proposal is January 13, 2027. The editors are hosting an optional virtual information and Q&A session about the book and chapter proposals on December 16, 2026 at 7:00 ET. Register here (will be hyperlinked) to attend that session. Use this template for your chapter proposal. The filename should combine the Corresponding Author’s Last Name and AMTEMSInitiatives (e.g., Rigelman.AMTEMSInitiatives). In addition to attaching or providing a link to your proposal document, in your email, please briefly describe the context of your submission (e.g., “Attached is our submission that describes a lesson study PD collaboration with K-5 teachers and their coaches.”). The proposal does not need to be identity hidden.

Send your submission and direct any questions to the Volume 7 Editors: Nicole Rigelman, Portland State University and Susan Auslander, The University of Alabama at mathspecialistinitiatives <at> gmail <dot> com.

Acceptance of chapters for publication will be based on the following criteria:

  • To what extent does the chapter support this current solicitation and aim for the book?
  • Is the proposed topic timely and relevant?
  • Is it clear how the work aligns with AMTE’s (2024) Guidelines for Preparing and Supporting Elementary Mathematics Specialists?
  • Is there sufficient detail to understand how the contents of the chapter will move the field of EMS education forward?
  • Is the discussion of the topic grounded in research-informed, practice-based pedagogical approaches with clarity on how it adds to the field’s understandings?

Timeline

January 13, 2027 Chapter proposal due to volume editors
February 10, 2027 Decision to authors (invitation to submit full manuscript)
May 19, 2027 Completed draft of submission due to editors
August 11, 2027 Decision and editor feedback to authors
October 13, 2027 Final revised submission due to editors
Fall 2028 Publication

Please note that the proposal process helps to inform the editors of the number and scope of potential submissions. You will not be receiving feedback on the initial proposal. Submissions will be reviewed and selected to represent a broad range of topics, and therefore we cannot accept all submissions. If your proposal is accepted, you will receive guidelines for submission of the full chapter, with the decision by February 10, 2027. Full chapter submissions are due by May 19, 2027.

 

References

Aguirre, J. M., Mayfield-Ingram, K., & Martin, D. (2024). The impact of identity in K-12 mathematics learning and teaching: Rethinking equity-based practices. National Council of Teachers of Mathematics.

Association of Mathematics Teacher Educators. (2024). Guidelines for preparing and supporting elementary mathematics specialists. https://amte.net/sites/amte.net/files/EMS%20Standards%202024_AMTE.pdf

Grossman, P. (Ed.). (2018). Teaching core practices in teacher education. Harvard Education Press.

Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re‐imagining teacher education. Teachers and Teaching, 15(2), 273–289. https://doi.org/10.1080/13540600902875340

Huinker, D., & Bill, V. (2017). Taking action: Implementing effective mathematics teaching practices in K-grade 5. National Council of Teachers of Mathematics.

National Council of Teachers of Mathematics. (2024). Principles to actions: Ensuring mathematics success for all, 10th anniversary edition.

McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378-386. https://doi.org/10.1177/0022487113493807