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.

Have a Idea?

The organizers would love to hear your ideas for future webinar topics.

Suggest an Idea

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. 

Additional Presenter Information:

Jennifer Suh is a mathematics educator in the School of Education at George Mason University. She directs the Center for Outreach in Mathematics Professional Learning and Educational Technology (COMPLETE) and provides professional development focused on learning trajectory-based instruction, equity focused teaching practices and effective integration of technology in the mathematics classrooms. Her current project called EQSTEMM, Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling, focuses on promoting equitable participation of all students engaging in rigorous mathematics through modeling. 

Kate Roscioli is a third-year doctoral student pursuing a Ph.D. in Mathematics Education, Teacher Education, and Technology at George Mason University. She is also a Title I Mathematics Specialist in Northern Virginia, working with teachers and students in grades 3 through 5. At George Mason, she serves as a graduate research assistant on an EQSTEMM, an NSF-funded grant with Dr. Jennifer Suh. Her research interests include preparing teachers to integrate technology in mathematics classrooms to promote equitable mathematics practices.

Kimberly Morrow-Leong is a mathematics education specialist and adjunct instructor at George Mason University. As a doctoral student she served as a professional development coordinator at NCTM and a researcher/coach at AIR. After teaching fifth grade during a year of the pandemic, Kim recently accepted a position as a Senior Content Manager at the Math Learning Center. Dr. Morrow-Leong’s professional interests include transformative evidence-based assessment practices and investigation of the nature of teachers’ engagement with artifacts of student thinking.

Holly Tate is a doctoral student at George Mason University working towards her Ph.D. in Mathematics Education Leadership and Research Methodologies. Her research focuses on equity in mathematics education, specifically on the development of critical consciousness through Teaching Mathematics for Social Justice and mathematical modeling. Additionally, Holly is in her third semester as a Graduate Research Assistant in partnership with Dr. Jennifer Suh and other universities across the country. Their NSF-funded grant work focuses on mathematical modeling for increased student agency and identity, centering student experience and voice

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

Wednesday, September 15, 7:00-8:00 pm Eastern Time

Presenters: Karen Hollebrands, Mike Steele, Andy Tyminski, Alison Castro Superfine, Babette M. Benken

Description: We invite AMTE members to join members of the Mathematics Teacher Educator (MTE) Editorial Board for an interactive webinar session to learn more about the journal and hear advice about how you can get started on a manuscript to submit in the near future. The MTE journal is a scholarly, peer-reviewed, practitioner journal that is co-published by AMTE and NCTM. The journal contributes to building a professional knowledge base for mathematics teacher educators that stems from, develops, and strengthens practitioner knowledge over time.

Overview

Wednesday, August 11, 4-5:00 pm Eastern Time

Presenters: Joanne Williams, Rocky Fork Middle School (Tennessee); Jennifer McLean, West Side Middle School (West Virginia); Melissa Castro, School District of Hillsborough County (Florida); Crystal Lancour, Colonial School District (Delaware); Matthew O’Brien, University of South Florida (Florida).

Description: Please join us for a discussion featuring a panel of educators from across the country representing different roles (1st year teacher, in-service teacher, instructional coach, methods instructor and mathematics supervisor) and grade levels (elementary, middle grades, secondary, and higher ed) as we discuss the possible challenges that mathematics teacher educators may face in preparing teachers at all levels for post-pandemic teaching. The AMTE community will be able to use insights gained from these diverse perspectives to improve how teacher preparation programs and mathematics education leaders respond to the needs that teachers have in this unprecedented time.

Overview

Monday, May 10, 3-4:00 pm Eastern time

Presenters: Nina Bailey, University of North Carolina at Charlotte and Demet Yalman Ozen, Middle Tennessee State University

Description: We will introduce a framework for noticing students’ mathematical thinking in a technology-mediated environment. We will share preliminary results from prospective secondary mathematics teachers’ pre- and post-noticing assessment on a technological task in which secondary students explore vertical asymptotes.

Overview

Tuesday, April 13, 2021, 7-8:00 pm Eastern time

Presenter: Angela T. Barlow, Editor-in-Chief, Mathematics Teacher: Learning & Teaching PK-12

Description: Bridging research to practice is often at the forefront of our work as mathematics teacher educators (MTEs). As a result, NCTM’s practitioner journal, Mathematics Teacher: Learning & Teaching PK-12 (MTLT), represents a potential journal for disseminating our work. But when our ideas are inspired by the learning of preservice/inservice teachers, how do we write a manuscript that supports the learning of PK-12 students? In this webinar, I will provide insights into writing for MTLT, specifically giving attention to ideas drawn from MTEs’ work with teachers as the learners.

Overview

Thursday, April 8, 2021, 3-4:00 pm Eastern time

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

Description: Are you interested in improving recruitment into mathematics teacher education? Join AMTE’s Get the Facts Out (GFO) task force to learn about teacher recruitment resources that have been developed as part of an NSF-funded partnership between the Colorado School of Mines and four national societies: Association of Mathematics Teacher Educators, American Physical Society, American Chemical Society, and American Association of Physics Teachers. The GFO project is focused on addressing teacher shortages in high-need STEM disciplines. The GFO materials are free to use and have undergone extensive user-testing. The task force is creating mathematics-focused versions of the GFO materials.

Please register for the event using this form. A Zoom link will be sent to registered participants prior to the event.

Overview

July 29, 2020, 3-4:00 pm Eastern time

Presenters: Erin Altier, University of South Florida and Wharton High School; Jaeden Ayala, University of South Florida; Dr. Michelle Cirillo, University of Delaware; Dr. Cara Haines, Vanderbilt University; Dr. Farshid Safi, University of Central Florida; Dr. John Staley, Baltimore Public Schools; Jonathan Wray, Howard County Public School System

Description: We hope you will join us for a webinar featuring a panel around Learning to Teach in the Midst of a Pandemic: Voices of Stakeholders. In the webinar we will hear the experiences and reflections of pre-service teachers, and those in the field supporting the learning of pre-service teachers, about the shifts that teacher preparation programs will need to make to continue to provide quality teacher preparation given the pandemic conditions that are pushing learning online. We anticipate the AMTE community will be able to use insights gained from these perspectives to improve how teacher preparation programs respond to the needs that pre-service teachers have in this unprecedented time.

Overview