1. Publications

AMTE Professional Book Series

Beginning 2016, AMTE has worked in a partnership with IAP to publish a series of books for mathematics teacher educators.

Browse Professional Book Series (IAP) Book Proposal Form

Coming Soon (2026): AMTE Professional Book Series, Vol 6

Building Community to Center Equity and Justice in Mathematics Teacher Education

The purpose of this new book from the Association of Mathematics Teacher Educators (AMTE) Professional Book Series is to provide mathematics teacher educators (MTEs) practical ideas of how to build community to center conversations and action on equity and justice in mathematics teacher education. The goal of building community focuses on generating critical conversation, reflection, and action about and for equity and justice in mathematics teacher education. This book will be written from and with a critical, practitioner stance and will provide a variety of research-based cases (scenarios, tasks, modules, activities, etc.) to support MTEs to build community in mathematics teacher education courses and professional development collaborations. 

Book editors: Courtney Koestler and Eva Thanheiser

Proposal deadline has passed. This publication should be available to the public in 2025. See the full Call for Proposals for additional information.

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The AMTE Handbook for Mathematics Teacher Education

AMTE Professional Book Series, Vol. 5 (2024)

Buy Online via IAP  AMTE Members - click here for 20% off discount code.

Reflection on Past, Present and Future:
Paving the Way for the Future of Mathematics Teacher Education

Editor and Series Editor

Babette M. Benken, California State University Long Beach

Excerpt

This new volume of the Association of Mathematics Teacher Education’s (AMTE) Professional Book Series reflects on research and what we know about how best to prepare mathematics teachers and presents what is happening in the field. Yet, the primary focus of this handbook is to discuss what we do not yet fully understand and where we are going. In essence, it explores how we can move the field forward. Thus, the goal is to provide a resource that paves the way and guides the future of mathematics teacher education. Furthermore, it highlights examples of how we are preparing teachers across multiple contexts (e.g., within district, in content courses for the major) and grade ranges (K-20+).

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The Mathematics Teacher Education Partnership: The Power of a Networked Improvement Community to Transform Secondary Mathematics Teacher Preparation

Buy Online via IAP  AMTE Members - click here for 20% off discount code.

AMTE Professional Book Series, Vol. 4 (2020)

Editors

W. Gary Martin, Auburn University
Brian R. Lawler, Kennesaw State University
Alyson E. Lischka, Middle Tennessee State University
Wendy M. Smith, University of Nebraska Lincoln

Series Editor

Babette M. Benken, California State University Long Beach

Excerpt

This book provides an overview of a body of work conducted over the past seven years related to the preparation of secondary mathematics teachers by the Mathematics Teacher Education Partnership (MTE-Partnership), a national consortium of more than 90 universities and 100 school systems. The MTE-Partnership is organized as a Networked Improvement Community (NIC), which combines the disciplined inquiry of improvement science with the power of networking to accelerate improvement by engaging a broad set of participants. The MTE-Partnership is addressing key challenges in secondary mathematics teacher preparation, including:

  • Supporting the development of content knowledge relevant to teaching secondary mathematics;
  • Providing effective clinical experiences to teacher candidates;
  • Recruiting secondary mathematics teacher candidates, ensuring program completion and their subsequent retention in the field as early career teachers;
  • Supporting overall transformation of secondary mathematics teacher preparation in alignment with these challenges;
  • Ensuring a focus on equity and social justice in secondary mathematics teacher recruitment, preparation, and induction.
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Building Support for Scholarly Practices in Mathematics Methods

Buy Online via IAP  AMTE Members - click here for 20% off discount code.

Editors

Signe E. Kastberg, Purdue University
Andrew M. Tyminski, Clemson University
Alyson E. Lischka, Middle Tennessee State University
Wendy B. Sanchez, Kennesaw State University

Excerpt

Building Support for Scholarly Practices in Mathematics Methods is the product of collaborations among over 40 mathematics teacher educators (MTEs) who teach mathematics methods courses for prospective PreK‐12 teachers in many different institutional contexts and structures. Each chapter unpacks ways in which MTEs use theoretical perspectives to inform their construction of goals, activities designed to address those goals, facilitation of activities, and ways in which MTEs make sense of experiences prospective teachers have as a result.

The book is organized in seven sections that highlight how the theoretical perspective of the instructor impacts scholarly inquiry and practice. The final section provides insight as we look backward to reflect, and forward with excitement, moving with the strength of the variation we found in our stories and the feeling of solidarity that results in our understandings of purposes for and insight into teaching mathematics methods. This book can serve as a resource for MTEs as they discuss and construct scholarly practices and as they undertake scholarly inquiry as a means to systematically examine their practice.

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Elementary Mathematics Specialists: Developing, Refining, and Examining Programs That Support Mathematics Teaching and Learning

AMTE Members - click here for 20% off discount code.

Editors

Maggie B. McGatha, University of Louisville
Nicole R. Rigelman, Portland State University

Excerpt

Elementary mathematics specialists are teacher leaders who are responsible for supporting effective PK–6 mathematics instruction and student learning. The Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics, the National Council of Supervisors of Mathematics, and the National Council of Teachers of Mathematics, in a 2010 joint position paper on Elementary Mathematics Specialists (EMSs), all advocate for the use of EMSs to support the teaching and learning of mathematics. The specific roles and expectations of EMSs will vary according to the needs of each setting, “but their expertise and successful experience at the elementary level is critical” (p 1).

Elementary Mathematics Specialists: Developing, Refining, and Examining Programs that Support Mathematics Teaching and Learning is AMTE’s latest resource supporting the important work of EMSs.  It has five sections related to the preparation and professional development of EMSs: (a) Background; (b) Models for Mathematics Specialist Program Development and Delivery; (c) Ongoing Learning and Support of Mathematics Specialists; (d) Researching the Impact of EMS Professionals and Programs; and (e) What's Next for the Field? The book provides support to EMS practitioners, program providers/developers, and researchers seeking to answer important questions about how to prepare Mathematics Specialists, support them in the field, and research their effectiveness.

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Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms

AMTE Members - click here for 20% off discount code.

Editors

Dorothy Y. White,  University of Georgia
Sandra Crespo,  Michigan State University
Marta Civil,  The University of Arizona

Excerpt

The Association of Mathematics Teacher Educators (AMTE) in its 2015 position paper on Equity in Mathematics Teacher Education provides a list of actions for mathematics teacher educators (MTE’s) to help them develop and implement equitable practices. The position paper states it is critical that mathematics teacher educators: “Model equity‐based pedagogy that emphasizes rich and rigorous mathematics; elicit and build on children’s and young adults’ mathematical thinking; connect to P‐12 students’ cultural/linguistic knowledge and backgrounds as well as individual interests; facilitate mathematical discourse; minimize status issues by expanding broader participation and engagement where varied mathematical strengths are valued; and promote positive mathematical identity and agency (p. 2)”. Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms provides an excellent resource to start conversations describing the enactment of these actions. The book is organized into three main sections: (1) Conversations About Inequities in Mathematics Methods Courses, (2) Conversations About Inequities in Mathematics Content Courses, and (3) Conversations about Inequities in Graduate and Professional Development Contexts. Across these sections there are 19 cases and 57 corresponding commentaries focused on dilemmas that arise when mathematics teacher educators foreground equity in their work. This book of cases provides a needed resource for MTEs to engage prospective teachers, practicing teachers, and future teacher educators in discussions about inequities, privilege, and oppression in society, in schools, and in the mathematics classroom. It is the product of the thinking and experiences of 87 authors who are committed to the improvement of mathematics teacher education.

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