This webinar will look at the current status of novice mathematics teachers (those in their first five years of teaching) in the United States. Using data from the 2018 NSSME+, findings about novice mathematics teachers’ characteristics, their preparation for teaching mathematics and ongoing learning opportunities, and the nature of the mathematics instruction they provide will be shared. Participants will have an opportunity to consider these findings in relation to AMTE’s Standards for Preparing Teachers of Mathematics and reflect on implications for mathematics teacher education.
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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The increased importance of statistics in today's data-driven world is reflected in the increased level of statistics understanding expected of K-12 students according to the CCSS-M and state-level standards. Join us to learn about two projects focused on developing middle and secondary teachers' statistical knowledge for teaching, including free, research-based curriculum materials for use with preservice teachers.
J. Michael Shaughnessy and Edward A. Silver address the updated draft of the NAEP Mathematics Assessment Framework is available for public feedback for further improvement. As experts in math education, members of AMTE are invited to provide feedback on the draft, and comments are accepted through June 7, 2019. This webinar, co-sponsored by AMTE and WestEd, offers AMTE members to learn more about the framework and establish context for feedback.
Courtesy of affiliate AMMTE, this webinar features Amanda Jansen of University of Deleware, reflecting on hw "rough draft thinking can shift the classroom culture from a focus on performing correctness to a focus on learning mathematics through communicating."
Barbara Swartz, Melinda Knapp and Sararose Lynch address the need to transform field-related content and methods courses into practice-based opportunities grounded in AMTE’s Standards for Preparing Teachers of Mathematics (SPTM) by sharing models-in-progress of mediated field experiences (MFEs) and guidance for others who are interested in developing MFEs in their respective programs.
Erin E. Baldinger, Lateefah Id-Deen, Patrice Waller, and Kathy L. Sun share their process of designing secondary methods course activities to support PSTs thinking about attending to issues of social justice in their own teaching.
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Join Jennifer Lovett, Lara Dick, Allison McCulloch, and Milan Sherman as they share a module designed for methods courses to deepen PSTs’ understanding of the concept of function through examining authentic middle school students’ technological work.
[Member Benefit] A video recording of the recent webinar by Orly Buchbinder, University of New Hampshire, Bill Zahner, San Diego State University, and Emina Alibegovic, Rowland Hall-St. Marks School, is now available for viewing.
AMTE’s Standards for Preparing Teachers of Mathematics remind us of the need to attract, nurture, retain, and graduate high-quality teacher of mathematics who represent the racial and ethnic demographics of the communities they will serve yet this goal remains elusive for many programs. This webinar took place on February 20, 2018 at 4:00-5:00 pm EST.
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