This third session of the four part webinar series focused on AMTE Indicator P.4.2: Sequence School-Based Experiences. Wendy Aaron (Oregon State University) presented her work which asks teachers to create anticipated depictions of a classroom lesson and then follow-up with a depiction of what actually occurs. Similarly, Joel Amidon (University of Mississippi) asked PSTs to create a prediction depiction of a one-on-one student interview on a mathematical task. Rob Wieman (Rowan University) has PSTs focus on launching a complex task with depictions in preparation for the enactment of the task in field placements. This webinar was on January 16, 2018 at 4:00-5:00pm EST
As a benefit to members, AMTE sponsors professional webinars for mathematics teacher educators. The program features interactive presentations chosen by the AMTE Professional Development Committee.
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AMTE’s Affiliate Connections Committee is pleased to announce and invite all AMTE affiliate leaders to its Fall 2017 Affiliate Leaders Webinar, with the theme Building and Broadening Communities. The webinar will be held on Wednesday, November 15 from 1:00 – 2:00 PM EST.
Affiliate leaders are asked to register in advance of the November 15 webinar.
Presenters Marilyn Strutchens, Auburn University, and Dorothy White, University of Georgia present this webinar as part of a series of presentations on the AMTE Standards.
Many thanks to presenters Karl Kosko of Kent State University, Janet Walkoe of University of Maryland, Woong Lim of University of New Mexico, and Kristen Bieda of Michigan State University for their AMTE Webinar on October 25, 2017.
Daniel Chazan, University of Maryland; Overview of LR+D project ( DChazan@umd.edu) Lawrence Clark, University of Maryland; Supporting Students' Development of Productive Perceptions of their Mathematical Ability, https://sites.google.com/site/lessonsketchmodulelc/home Sandra Crespo, Michigan State University; Noticing Students’ Mathematical Strengths
The LessonSketch Research + Development Fellows Project: Developing Rich Media-based Materials for Practice-based Teacher Education (NSF Grant DRL–1316241), a joint project of the University of Maryland Center for Mathematics Education and the University of Michigan, explores how web-based resources and tools can be used to support the work of teacher educators. This first session will provide an overview of the the LR+D project and the 12 fellows who have recruited inquiry groups and created and piloted mathematics teacher education materials for use in a variety of courses in pre-service mathematics teacher education programs. This first webinar will focus on the social context of mathematics and learning (AMTE standard C.4). Sandra Crespo (Michigan State University) will present a module which focuses PSTs on noticing students mathematical strengths (C.4.3) and Lawrence Clark (University of Maryland) will present a scenario that forces PSTs to think about power, privilege and the history of mathematics education (C.4.4).
Archived video is now available for AMTE members to view a recent presentation by Mike Steele, University of Wisconsin-Milwaukee, and Nicole Rigelman, Portland State University.
Amanda Thomas, University of Nebraska-Lincoln (firstname.lastname@example.org)
Alden J. Edson, Michigan State University
June 15, 2016, 4:00pm EST
Join us as we share and discuss a framework for supporting mathematics teachers’ evaluation of digital instructional materials (DIMs). In a research study, K-8 teachers considered how technology integrates with research-based practices for teaching mathematics and generated indicators to guide the evaluation and selection of DIMs. The resulting framework suggested the potential for positive transformations of effective mathematics teaching practices through technology integration. During the webinar we will discuss implications for mathematics teacher educators and possible uses of the framework with preservice and inservice teachers, including the potential to support AMTE Standards C.1 Mathematics Concepts, Practices, and Curriculum; and C.2 Pedagogical Knowledge and Practices for Teaching Mathematics.
James Martinez, Ed.D., California State University - Channel Islands
March 2, 2017, 4:00pm Eastern
According to Paul Mahieu, Senior Vice President of the Carnegie Foundation for the Advancement of Teaching, the mode for teacher service has dropped from 15.2 years in 1987 to one year in 2014. As a nation, we are facing a significant teacher shortage as a result of an improving economy, allowing for school districts across the country to reduce class sizes and hire more teachers. With regard to subject areas, mathematics teachers are particularly in demand. We invite you to join us for a one-hour webinar which investigates mathematics teacher recruitment and retention, most specifically from the perspective of higher education teacher preparation programs and induction.
Dorothy Y. White, University of Georgia
Sandra Crespo, Michigan State University
Marta Civil, The University of Arizona
Tuesday, November 29, 2016 at 4:00 - 5:00 PM EST
Mathematics teacher educators often feel challenged when they discuss equity-related topics with pre-service and in-service teachers. To address this challenge, the AMTE Board of Directors chose equity and mathematics teacher education as the focus of the first book in the AMTE Professional Book series. The book, Cases for Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms, is a collection of cases centered on equity as a vehicle to prepare MTEs to discuss inequities in their mathematics methods, content, and professional development courses. Each chapter includes a case accompanied by three reflective commentaries. In this webinar we will provide an overview of the book through a sample of some of the dilemmas faced by the case authors, and the strategies offered by the authors and commentators for creating inclusive and equitable mathematics classrooms. Attendees will also have an opportunity to read abbreviated versions of two chapters and to share their thoughts.