Election 2025: Jason Silverman

Jason Silverman is an experienced leader in mathematics education with a focus on collaborative learning environments and innovative teaching practices. His extensive experience includes overseeing faculty development and mentoring, as well as leading initiatives to enhance instructional methods. Jason has been an active member of AMTE for nearly two decades, serving on committees that advance leadership and diversity within the organization. He aims to strengthen AMTE by promoting leadership capacity among mathematics teacher educators (MTEs), enhancing diversity and inclusion efforts, and encouraging innovation in math education. With his strong communication skills, experience in academic leadership, and long-standing commitment to AMTE, Jason is well- prepared to contribute effectively to the board.

Participation in AMTE and/or AMTE Affiliates(s):

Since joining in the early 2000s, AMTE has profoundly shaped my growth and development as a mathematics educator. Nearly every year, I have presented at the Annual Conference, both learning from and collaborating with colleagues whose mentorship and insights have been invaluable to my development. It has been an honor to serve AMTE through the Constitution and Bylaws Committee (2020-2023), the Task Force on Online Learning (2018-2020), the Research Advisory Board (2012-2014), and as a member of the Editorial Panel for Current Issues in Technology and Teacher Education (CITE). I have also been active in AMTE Affiliates, serving as the Affiliate Representative and Board Member-at-Large for PAMTE and as a Committee Chair for PCTM Annual Meetings. These experiences underscore my commitment to AMTE’s mission, and I would welcome the opportunity to take on greater responsibility in supporting both the Association and the next generation of mathematics educators.

Participation in Related Organizations

As part of my work as Founding Director of Drexel’s DragonsTeach program, which inspires undergraduates to explore teaching through hands-on lessons in local schools, I served on the Leadership Development Committee for the UTeach STEM Educators Association. In this role, I supported efforts to identify emerging leaders and promoted programs that advance leadership in STEM education. I also led the Bridging UTeach and Engineering workshops, increasing representation and integration of engineers and engineering education in K-12 STEM.

 

I have actively promoted equity in STEM education through my role as Administrative Co-Leader for Drexel’s Center for the Integration of Research Teaching and Learning (CIRTL) and CIRTL’s Meeting Planning Committee, fostering national conversations around inclusive teaching. I also served as Co-Lead of the HHMI Inclusive Excellence Project (2022-present), which brings together 15 institutions to create and implement practices that foster inclusive learning environments, ensuring students from all backgrounds thrive in STEM fields.

Qualifications for the Position

Throughout my career, I have built extensive leadership experience in professional associations, multi-institutional research, and through my roles as program director, center co-director, and associate dean. These experiences have honed my skills in strategic planning, effective communication, and continuous goal refinement—core competencies for contributing to AMTE’s mission. In each role, I’ve seen that leadership is most effective when it centers on people and relationships, a belief reinforced by the strong connections I’ve built through AMTE. I am guided by a commitment to transparency and collaboration, ensuring that decision-making processes are inclusive and that all voices are heard. Aligned with AMTE’s mission, my work fostering inclusive environments, advancing instructional practices, and mentoring educators reflects my dedication to building a vibrant, inclusive community that empowers mathematics educators and drives lasting impact in our field.

 

Three Goals AMTE Should Make a Priority

1. I believe it is critical for AMTE to continue bringing together our collective expertise across institutions to improve the quality of mathematics education nationwide. Through task forces, workgroups, and funded projects, we can collaboratively develop, share, and implement resources (MOOCs, course modules, etc.) that share insights and disseminate effective practices in across the Association —leveraging collaboration as a powerful response to continued shrinking of resources.
2. Second, AMTE should explore how the Inclusive STEM Teaching Project (www.inclusivestemteaching.org) might benefit AMTE members -- both supporting our students and broadening our understanding of inclusive practices for our own classes. I would be glad to initiate conversations with the ISTP team on developing a K-12-focused version and to explore external support for the initiative.
3. Finally, given today’s political challenges, I believe AMTE must prioritize ways to support mathematics teacher educators working in regions where DEI initiatives are under threat.

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