This set of materials provide activities and tasks for mathematics teacher educators and programs to make direct connections to the AMTE Standards, and can be implemented in mathematics content or methods courses. The materials have been reviewed by the AMTE Publications Review and Professional Development committees to ensure strong alignment with the AMTE Standards.
About the AMTE Standards
The AMTE Standards for Preparing Teachers of Mathematics (SPTM) elaborate what beginning teachers of mathematics must know and be able to do as well as the dispositions they must have to increase equity, access, and opportunities for the mathematical success of each of their future students. The SPTM includes a set of comprehensive standards describing a national vision for the initial preparation of all Pre-K–12 teachers who teach mathematics. The standards are aspirational, supporting the development of a well-prepared beginning teacher rather than describing minimal levels of competency that beginning teachers need to meet. They address teacher candidate knowledge, skills and dispositions; program characteristics to develop teacher candidate knowledge, skills and dispositions; and the assessment within and of mathematics teacher preparation programs.
These materials are designed for elementary mathematics teacher candidates’ understanding of how to design, apply, and refine problem-solving tasks that are grounded in asset-oriented ways and begin with what children already know.
For developing mathematics teacher candidates’ knowledge and skills for attending to, interpreting, and responding to student thinking in a way that uses students’ current understandings and methods as a basis for instruction.
For developing mathematics teacher candidates’ knowledge and skills for selecting, planning, and enacting a variety of technology to support and facilitate effective mathematics teaching.
For developing mathematics teacher candidates’ knowledge and skills for planning and creating a math work station, observing how students engage with mathematics at the station, and reflecting on students’ mathematical thinking.