AMTE joins the CBMS call for institutions of higher education, mathematics departments and the mathematics faculty, public policy-makers, and funding agencies to invest time and resources to ensure that effective active learning is incorporated into post-secondary mathematics classrooms.

# Position Statements

AMTE is an active voice for mathematics teacher educators. We encourage educators, policy makers, and stakeholders to read and consider the following official AMTE Position Statements.

AMTE's mission to promote the improvement of P-12 mathematics teacher education is inextricably bound to our commitment to develop more effective and socially just systems of education. Our organizational mission is thus grounded in a collective dual commitment to promote diversity and to advance equity and inclusion.

AMTE's mission to promote the improvement of P-12 mathematics teacher education is inextricably bound to our commitment to develop more effective and socially just systems of education. Our organizational mission is thus grounded in a collective dual commitment to promote diversity and to advance equity and inclusion.

The National Council of Supervisors of Mathematics (NCSM) and the Association of Mathematics Teacher Educators (AMTE) affirm the centrality of research-based, mathematically focused, formative assessment—a key element in the national effort to improve mathematics proficiency. Formative assessment needs to be intentionally and systematically integrated into classroom instruction at every grade level. This requires adequate attention in the preparation of new teachers of mathematics and in the continuing education and professional development of current teachers.

## Position: The Role of Elementary Mathematics Specialists in the Teaching and Learning of Mathematics

The AMTE, ASSM, NCSM, and NCTM recommend the use of Elementary Mathematics Specialists (EMS) in PK–6 environments to enhance the teaching, learning, and assessing of mathematics in order to improve student achievement. We further advocate that every elementary school have access to an EMS. Districts, states/provinces, and higher education should work in collaboration to create: (1) advanced certification for EMS professionals; and (2) rigorous programs to prepare EMS professionals. EMS professionals need a deep and broad knowledge of mathematics content, expertise in using and helping others use effective instructional practices, and the ability to support efforts that help all PK–6 students learn important mathematics. Programs for EMS professionals should include foci on mathematics content knowledge, pedagogical knowledge, and leadership knowledge and skills.

The release of the Common Core State Standards (CCSS) is a welcome milestone in the standards movement that began more than 20 years ago when the National Council of Teachers of Mathematics published Curriculum and Evaluation Standards for School Mathematics. By initiating the development of the CCSS, state leaders acknowledged that common K–grade 8 and high school standards culminating in college and career readiness would offer better support for national improvement in mathematics achievement than our current system of individual state standards. The CCSS provides the foundation for the development of more focused and coherent instructional materials and assessments that measure students’ understanding of mathematical concepts and acquisition of fundamental reasoning habits, in addition to their fluency with skills. Most important, the CCSS will enable teachers and education leaders to focus on improving teaching and learning, which is critical to ensuring that all students have access to a high- quality mathematics program and the support that they need to be successful.

The Association of Mathematics Teacher Educators (AMTE) supports the National Council of Teachers of Mathematics’ (NCTM) Technology Principle: “Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning.” Mathematics teacher preparation programs must ensure that all mathematics teachers and teacher candidates have opportunities to acquire the knowledge and experiences needed to incorporate technology in the context of teaching and learning mathematics.

The National Council of Teachers of Mathematics and the Association of Mathematics Teacher Educators affirm that a core base of knowledge and related experiences are the essential foundations for doctoral programs in mathematics education. As programs are developed, reviewed, and revised, attention should be focused on ensuring that doctoral candidates have opportunities to acquire such knowledge and experiences.