News and Press Releases

Special Call from the Mathematics Teacher Educator: Supporting Teachers in Developing Content Knowledge and Content-Specific Teaching Practices

This special call from the Mathematics Teacher Educator is aimed at promoting innovations in developing teachers’ content knowledge. We want to better understand how mathematics teacher educators prepare prospective and practicing teachers in learning mathematics content and learning to teach mathematics content to K-12 students. The editorial board of MTE are looking for manuscripts that address teachers’ content knowledge, specialized content knowledge, and/or skills/competencies/practices in teaching a particular content domain (e.g., fractions, proportional reasoning, argumentation, modeling, geometry, algebra, etc.). Manuscripts should contain a description of a problem or issue related to teaching a particular area or domain of mathematics content, the methods/interventions/tools that were implemented to address the issue, the means by which these methods/interventions/tools and their results were studied and documented, and implications for mathematics teacher educators’ practice.

Find more information here.

Note that the submission deadline for a 2-page summary is May 1, 2026.

A new issue of the Mathematics Teacher Educator has been published! Be sure to check out the articles below and the editorial focused on community as mathematics teacher educators.

What Does It Mean to Be in a Community of Mathematics Teacher Educators?

Allyson Hallman-Thrasher, Rachael Eriksen Brown, and Amber G. Candela

Adapting Messages and Materials for Multiple Communities: Using Teacher Recruitment Materials with Integrity

Jean S. Lee, W. Gary Martin, Glenn Waddell, Jr., and Amy Roth McDuffie

Preservice Teachers’ Evolving Knowledge Around Technology for Teaching Mathematics

Kelly Navas and Karina K. R. Hensberry

Developing Community Teachers of Mathematics in Mathematics Teacher Preparation Programs

Anita Sundrani and Luke B. Carman

Engaging in Equity-Oriented Mathematics Teaching Together: A Tool to Support Mentor and Teacher Candidate Learning

Taylor E. Stafford, Heather Fink, Melinda Knapp, Ruth Heaton, and Torrey Kulow

Mathematics teacher leaders provide guidance and direction for those they serve, be they pre-service teachers, early career teachers, veteran teachers, or those in other leadership roles such as curriculum specialists. Whatever form this guidance might take, it should be grounded in research. However, this statement—“grounded in research”—is not straightforward.

These joint talking points from American Association of Colleges for Teacher Education (AACTE), the Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics (ASSM), NCSM: Leadership in Mathematics Education, the National Council of Teachers of Mathematics (NCTM), and the Charles A. Dana Center at The University of Texas at Austin empowers mathematics leaders to inform others about evidence-based math instruction, which is the primarily endorsed approach to effective math teaching practices.

The Association of Mathematics Teacher Educators (AMTE) affirms our continued commitment to the values and guidance put forth in our long term goals for 2024-28 in support of teacher education and professional development of K-12 teachers of mathematics.

Read the continued commitment here.

The Association of State Supervisors of Mathematics (ASSM) and the Association of Mathematics Teacher Educators (AMTE) are bringing forth this statement to highlight the need for educators to adopt asset-based practices and perspectives toward mathematics teaching and learning. Asset-based perspectives are essential to fostering positive mathematical identities and students' mathematics learning.

The new guidelines describe the necessary mathematics content, pedagogy, and leadership knowledge and skills for Elementary Mathematics Specialists (EMSs) in their broad range of roles and responsibilities. Guidance is provided on the preparation and ongoing support of EMSs and on advocating for practices, structures, and policies that lead to mathematics program improvement.

Find the new guidelines on AMTE's EMS Initiatives page. 

One goal of AMTE is to improve mathematics teacher education and K-12 education by recognizing the ever-increasing impact of technology on our field. Our organization is thus committed to critically examining how technology intersects our work as Mathematics Teacher Educators (MTEs) and supporting research-based incorporation of technology in our work.

Read the statement here.

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