AMTE Dissertation Award

The annual AMTE dissertation award seeks to elevate the work of early career scholars whose research has substantial implications for mathematics teacher education that supports preservice and practicing teachers in any of the following ways: to understand how social, historical, and institutional contexts of mathematics affect teaching and learning; to teach in ways that are responsive to such realities; and/or to advocate for every student. The Research Committee, a part of the Advocacy, Equity, and Research Division of AMTE, leads the solicitation of the dissertation award.

The Research Committee grounds this award in three areas of AMTE’s work:

1) To promote improving P-12 mathematics teacher education, which is inextricably bound to a commitment towards more effective and socially just education systems (https://amte.net/news/2015/11/position-equity-mathematics-teacher-education)

2) To strengthen the research and research-based practices of mathematics teacher education while supporting our members to understand how issues of social and racial justice undergird all of our work (https://amte.net/sites/amte.net/files/AMTE%202020-24%20Long%20Term%20Goals.pdf) and

3) To realize that the social, historical, and institutional contexts of mathematics affect teaching and learning and to commit to our critical roles as advocates for every student. (https://amte.net/sptm/chapter-7-elaborations-standards-preparation-high-school-teachers-mathematics/standard-c4)

What the awardee will receive: A plaque and an invited session to speak at the following annual AMTE conference. The award includes the upcoming conference registration fee unless the awardee has already registered, in which case the following year’s AMTE conference registration fee will be covered. Finally, the awardee will be matched with a senior scholar in AMTE to support the mentee in publishing an article related to the awardee’s dissertation.

Please get in touch with research@amte.net with questions.

 

Nominate Yourself

The deadline for nominations is July 15, 2025.

We strongly encourage individuals from historically or currently marginalized backgrounds to apply.

Nomination Form

Criteria:

Early career scholars whose doctoral degree (Ph.D. or Ed.D.) has been conferred by the application’s due date (July 15, 2025) are eligible. Scholars are qualified for two years after their degree is granted (i.e., they have two opportunities to apply); however, scholars can only apply once for the award.

Documentation Required:

The following items will be uploaded in the nomination form. Please ensure all items are in .pdf format and clearly labeled with the nominee’s name.

1. A two-page written statement (less than 1000 words, not including references but including tables and figures) in which you 1) explain your positionality as a researcher and 2) discuss the focus of your dissertation and its contributions to mathematics teacher education that supports preservice and practicing teachers to understand how social, historical, and institutional contexts of mathematics affect teaching and learning; to teach in ways that are responsive to such realities; and/or to advocate for every student.
2. A copy of your dissertation.