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.
Presenter: Jennifer Nickell, North Carolina State University
When: Thursday, May 7, 2015, 4:00-5:00 PM Eastern Time
Participants will learn about a technology-rich task that they could use to engage teachers in statistical reasoning, increase their technological knowledge, and provide opportunities to reason about students’ work on the task with technology. Technologies used in the task include: Google Forms, TinkerPlots, and GoAnimate (animation creation software).
Hollylynne S. Lee, Mathematics Education, North Carolina State University
In this webinar, participants will learn how and why animations can be useful in mathematics teacher education. Ever spend hours searching for videos that can be used in your methods courses to engage teachers in thinking about students' reasoning, their work on a task, or teacher moves made in a group discussion? While video or real students and teachers can be a powerful tool, there are other options! With animation tools, you can easily create carefully constructed episodes to represent scenarios from research studies, publications, or your practical experiences. Animations can also be a tool to have teachers enact a scenario of how they imagine students and teachers interacting around a mathematics problem. Several easy-to-use software applications will be shared.
W. Gary Martin, Auburn University and Co-Director the MTE-PartnershipMarilyn E. Strutchens, Auburn University and Past President of AMTE
Secondary mathematics teacher preparation programs face significant challenges in preparing enough new teachers who can support their students in meeting the challenges of the Common Core and other state standards. To address this challenge, 38 major state universities, along with their K-12 partners, formed the Mathematics Teacher Education Partnership (MTE-Partnership). The partnership has adopted the “networked improvement community” (NIC) design developed by the Carnegie Foundation for the Advancement of Teaching (Bryk et al., 2010). In this talk, we will discuss how the NIC approach has provided a structure for mobilizing a national effort to transform secondary mathematics teacher preparation. Implications for work in secondary mathematics and for applying this model to other problem areas will be discussed.
Steve Rhine (Willamette University)Rachel Harrington (Western Oregon University)National Technology Leadership Initiative [NTLI] Award Winners at 2014 AMTE Conference
Veteran teachers gain knowledge of how students struggle and engage with mathematics through experience. Can we accelerate preservice teachers development of that knowledge? Using research on students struggles with algebra, the Center for Algebraic Thinking has developed multiple, freely available technology based resources for Mathematics Methods instructors including an Encyclopedia of Algebraic Thinking, 17 iPad apps, a Formative Assessment Database, 80 videos of students explaining their thinking with algebra problems, and 15 instructional modules. In this webinar we present an example instructional module that integrates all of the resources.
Melissa Boston, Duquesne University, MTE Associate Editor,
Denise Spangler, University of Georgia, Chair of the MTE Editorial Panel
Mathematics Teacher Educator was launched as a new journal in September 2012 and has thus far published 3 issues. We will describe the types of manuscripts that MTE is seeking to publish and will describe the nature of evidence that is appropriate for this journal. We will also describe the review process and explain the review criteria in detail. This webinar is intended both for those who are seeking to submit manuscripts to MTE and those who wish to become reviewers.
Shannon Glynn, Associate, Council of Chief School Officers (CCSSO)
The Council of Chief State School Officers (CCSSO), in association with NGA and other math educator groups, is working to create a communications toolkit that can be used by math educators at the local level to promote and support the Common Core State Standards for Mathematics. There are many myths about CCSS that are being perpetuated at the grassroots level, and this is especially true for the math standards. Math educators represent the perfect validators for the standards and need ensure their voices are heard and they are able to combat the myths that exist about the Math standards. Their expertise and proximity to the standards is critical in providing the public with accurate information about the Common Core.
Peg Smith, University of Pittsburgh
A key challenge mathematics teachers face in enacting ambitious forms of instruction is to orchestrate discussions that use students’ responses to instructional tasks in ways that advance the mathematical learning of the whole class. In particular, teachers are often faced with a wide array of student responses to complex tasks and must find a way to use them to guide the class towards deeper understandings of significant mathematics. This webinar focuses on a model for effective use of student thinking in whole-class discussions that has the potential to make such teaching manageable for more teachers and help teachers orchestrate discussions that move beyond showing and telling.