AMTE Webinars

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.

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.

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.