Thursday, October 12 2023, 12:00 pm Pacific; 3:00 pm Eastern
A Zoom link will be sent upon registration.
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.
The organizers would love to hear your ideas for future webinar topics.
A Zoom link will be sent upon registration.
Registration Link: https://forms.gle/ChK9CsYb9PTFnnXVA
A Zoom link will be sent prior to the event.
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
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.
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.
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.
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.
Melissa Adams Corral
George Mason University
Priya V. Prasad
University of Texas at San Antonio
North Carolina A&T State University
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.
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.
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.