AMTE Webinars

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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Wednesday, April 3 2024, 9 am Pacific; 12:00 pm Eastern

Cost: Free, Members Only (Not a member? Join today!)

Description: 

In this webinar, we will explore the implications of the integration of AI tools in the preparation of mathematics teachers. This will include a review of the emerging literature, an analysis of our recent study and experiences, connections to and strategies for lesson planning and formative assessment, an examination of math teacher educator concerns regarding AI integration, and consideration of future research ideas. 

Presenters: Jessica Ivy, Cat Maiorca, Megan Burton, Kristin Cook, Margaret Mohr-Schroeder, Sarah Bush

Discussants: Basil Conway, Erin Krupa, Zuhal Yilmaz

Link to register: https://amte.memberclicks.net/webinar--ai-powered-math-education--what-math-teacher-educators-need-to-know

A Zoom link will be sent upon registration. Please reach out to the AMTE office with any questions.

Overview

Thursday, October 12 2023, 12:00 pm Pacific; 3:00 pm Eastern

Registration Link

A Zoom link will be sent upon registration.

Description:

The need for everyone to develop data literacy has never been greater, and increasingly more careers are using data, statistics, modeling, and advanced technological skills! Recent initiatives at the national and state levels have increased the prominence of data science and statistics (DS&S) in the K-12 curriculum, and some states have embedded data science concepts and skills into their curriculum standards. What does this mean for the preparation of mathematics teachers? How are mathematics teacher education programs changing to prepare preservice and inservice teachers to teach DS&S? This webinar is designed for participants to: 1) Understand the current international, national, and state initiatives that are driving change regarding DS&S education; 2) Learn about the results of a recent research study of early career mathematics teachers’ knowledge, attitudes, beliefs, and practices about teaching data and statistics; 3) Consider and discuss how teachers are currently prepared to teach DS&S and the challenges faced in advancing DS&S in teacher education programs; and 4) Learn about curricular, technological, and community supports for DS&S education that are available to support mathematics teacher educators.
Overview

Friday August 4, 2023, 12:00 pm Pacific; 3:00 pm Eastern

Registration Link: https://forms.gle/ChK9CsYb9PTFnnXVA

A Zoom link will be sent prior to the event.

Description:

Across the United States and the world, there is a rise in policies that target the health and safety of transgender folx (e.g., bans on gender-affirming healthcare, sweeping bathroom restrictions, etc.) These restrictive bills and policies also play a role in our schools: the availability of inclusive and affirming curriculum, acknowledging children and youth names and pronouns, among other aspects. Amidst these inhumane policies and laws, there is joy to be found when we embrace the fact that trans rights are human rights. To begin our conversation, the speakers will address the ways in which they act for trans rights, and for LGBTQ+ rights more broadly. Then, our conversation will highlight issues such as what’s at stake, how teachers and teacher educators can affirm students’ whole identities, including their genders, addressing common stereotypes about trans folx, and suggestions for how to be an ally. The conversation is open to all members who are interested in ways that we can envision the phrase, “trans rights are human rights” in our practice and with our students.
Overview

Wednesday, October 19, 10:30-6:30 pm Eastern Time

Click here to access these recordings (member login required).

Overview

Tuesday, October 18, 12:00-1:00 pm Eastern Time

Presenters: Tim Hendrix, Meredith College: Jean Lee, University of Indianapolis; Gary Martin, Auburn University, Amy Roth McDuffie, Washington State University; Glenn Waddell, University of Nevada, Reno

Description: Join the AMTE GFO Task Force to learn more about Get the Facts Out and teacher recruitment. We will share basic information about the project for those folks who have not learned about GFO, and will share the most updated materials, information, and resources. Learn more about GFO at https://amte.net/content/get-facts-out

Overview

Establishing Your Research Agenda and Turning Your Dissertation into a Publication

Wednesday, June 15, 3:00-4:00 pm Eastern Time

 

Presenters: Courtney Baker, George Mason University; Carlos Nicolas Gómez Marchant, University of Texas at Austin; Jen Munson, Northwestern University; Annie Wilhelm, Southern Methodist University

Description: Join us for a discussion featuring a panel of mathematics teacher educators (MTE) as we share helpful strategies and resources for establishing your research agenda and developing one or more publications from your dissertation.  This webinar is ideal for recent doctoral graduates, doctoral students nearing completion, postdoctoral fellows, and early career MTEs. 

Overview

NTLI Award Webinar: Transformative Technology for Equity-centered Instruction

Thursday, March 24, 5:00-6:00 pm Eastern Time

Presenters: Jennifer Suh, George Mason University; Katherine Roscioli, George Mason University; Holly Tate, George Mason University; Kimberly Morrow-Leong, George Mason University

Abstract: Our session will focus on an equity-centered technology integration framework (EQTtech) that promotes equity-based teaching practices using technology. The integrated framework presents five dimensions for evaluating the impact of technology tools on a lesson designed for a particular audience: 1) access to inquiry-based learning, 2) the development of student identity, 3) useful formative assessment and feedback, 4) student empowerment through collective thinking, and 5) the amplification of mathematical thinking processes. The initial framework offers a structure to support preservice and inservice teachers as they design lessons and formative assessments that intentionally employ technology to not only capitalize on the affordances of the available tools, but which is also responsive to the strengths students bring to the classroom. The EQTtech Tool invites teachers to attend to mathematical learning goals, view students’ progress along a given learning trajectory in a mathematical domain and make deliberate selections from among digital and non-digital tools in a way that both challenges and supports students. 

Overview

Wednesday, February 23, 5:00-6:00 pm Eastern Time

Presenters: Ann Wheeler and Allison McCuloch, Editors of CITE-Math; Shannon Driskell, former Editor of CITE-Math

Description: During this session, attendees will learn about the CITE-Math journal and the types of articles they can submit. The CITE-Math journal is a peer-reviewed journal, co-sponsored by AMTE, which accepts research and practitioner articles about preservice and inservice teacher work with technology. Time will also be given for questions about the journal and submissions.

Overview

Opening Session: What are our responsibilities to mathematics teacher education in this moment?

In this interactive session a set of MTE panelists will facilitate a community-wide conversation focused on our individual and collective responsibilities to mathematics teacher education at this moment. Panelists will briefly share their work and relate it to the goals of AMTE to foster generative conversations with the MTE community in the spirit of moving toward racial and social justice within and beyond our organization. 

Panelists:

Melissa Adams Corral
CSU Stanislaus

Toya Frank
George Mason University

Luis Leyva
Vanderbilt University

Priya V. Prasad
University of Texas at San Antonio

Jared Webb
North Carolina A&T State University

 

Judith Jacobs LectureWhat does it mean and what will it take to be an anti-racist mathematics teacher educator?

In this presentation I share what I think it means to be an anti-racist mathematics teacher educator and why I believe we all have work to do to earn the trust and the privilege of being taken seriously as educators committed to racial justice.  To do so, I reflect on the past, present, and future of my career-long commitments to equity and anti-oppressive mathematics education. I critically audit the theoretical and practice frameworks that have informed my own scholarship for areas where I have hit and missed the opportunity to center race and de-center whiteness.  I invite our community of mathematics teacher educators to consider not just how to reframe our work so that it fits within an anti-racist framework but also highlight the critical work each of us needs to do to authentically claim we are taking an anti-racist approach in mathematics teacher education.

Sandra Crespo is a professor of mathematics education and the associate chair of graduate education at Michigan State University. Her research agenda is focused on supporting mathematics educators to develop awareness and practices to address educational injustices. 

 

AMTE Business Meeting 2022

 

Overview

Tuesday, January 18, 5:00-6:00 pm Eastern Time

Presenter: Kyle S. Whipple, University of Wisconsin Eau Claire

Description: Educational systems are dominated by white, heterosexual, cisgendered women (Gray, Bitterman, and Goldring, 2013). Given the heterosexist context of society in general and schools in particular, the transition from a university teacher preparation program to student teaching to inservice teacher can be challenging for LGBTQ+ individuals (Benson et al, 2014). Students who identify as LGBTQ+, upon becoming public-school teachers, may move from a space of relative freedom and safety to one of vulnerability (Whipple, 2018). While job protections are now in place for LGBTQ+ teachers nationwide, there continue to be policies in place, such as No Promo Homo laws, that create barriers to LGBTQ+ inservice teachers. The continued existence of these types of policies compel teachers who identify as LGBTQ+ to repeatedly navigate whether or not to be out (publicly open about one’s sexuality and/or gender identity) at a school, even though out teachers could serve as role models for LGBTQ+ students (Whipple, 2018). This webinar will discuss the details of creating the LGBTQ+ Teacher Mentors group and providing access to a social network of LGBTQ+ inservice teachers in an effort to help retention.

Overview