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 advocates for teachers’ freedom to use their expertise and professional judgement to meet the individual needs of all learners in their complex classrooms as they work to teach mathematics in equitable and anti-racist ways. We recognize that mathematics curriculum is multifaceted and needs to represent the diverse experiences, histories, and identities that make up our world. For too long, mathematics curriculum has been presented from one point of view and has ignored contributions from mathematicians of color and from diverse backgrounds, opportunities to use mathematics for liberation, and connections between mathematics and the lived experiences of historically marginalized and minoritized students. It is important that there is diversity in representation and opportunities for learners to engage, explore, connect with, and question the curriculum and to see how mathematics extends beyond their experiences. As an organization, we support mathematics teacher educators and teachers across the nation who are working to bring this authenticity into the classroom to enhance the learning of mathematics for all.

Read the statement here

In response to this week's events in Atlanta and the ongoing violence and threats of violence across our country, the Association of Mathematics Teacher Educators, in collaboration with its sister organizations National Council of Teachers of Mathematics, Association of State Supervisors of Mathematics, Benjamin Banneker Association, NCSM: Leadership in Mathematics Education, School Science and Mathematics Association, and TODOS: Mathematics for ALL, has issued a joint statement on Anti-Asian Racism.

Read the statement here

The statement also includes a list of PK-12 Community Resources curated by a group of educators in California.

The Association of Mathematics Teacher Educators (AMTE) stands in solidarity with Black Americans in the face of racial injustice. We are dismayed by the inhuman and unjust treatment of Black Americans by law enforcement personnel in recent months with the deaths of George Floyd, Breonna Taylor, and Ahmaud Arbery.  We acknowledge the inequities that the pandemic has illuminated related to health care, economic standing, and education. As an organization, AMTE believes that racism must be interrogated in this country. We cannot look at what is happening to Black Americans and other oppressed groups as problems that they alone need to solve.

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A list of resources specifically related to our work as mathematics teacher educators is available on the AMTE Member Bulletin Board. We invite others to submit additional resources to this site to be shared with our mathematics education community. 

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.

AMTE supports the National Council of Teachers of Mathematics’ Tool and Technology Principle in Principles to Actions: “An excellent mathematics program integrates the use of mathematical tools and technology as essential resources to help students learn and make sense of mathematical ideas, reason mathematically, and communicate their mathematical thinking” (NCTM, 2014).

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.

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.