A Place to Share and Learn from Each Other
Come share with us at AMTE 2021!
Every year, mathematics educators from around the country come together to learn from one another. One of the main benefits of the time, resources, and energy spent in doing so is bringing us together in the same space to learn with and from one another. This space is important because so many of us work in isolation. Some of us may be the only mathematics educators at our institutions or the only person teaching a specific course at our institution. Even if we are not in isolation, all should be provided the opportunity to learn from other mathematics educators. According to the National Council of Teachers of Mathematics (2014) “As professionals, mathematics teachers recognize that their own learning is never finished and continually seek to improve and enhance their mathematical knowledge for teaching, their knowledge of mathematical pedagogy, and their knowledge of students as learners of mathematics” (p. 99). We see this as applicable in our own practice, and see the Association of Mathematics Teacher Educators (AMTE) as a professional organization that allows space for teacher educators to come together to enhance their knowledge for teaching.
Each term there are hundreds of methods courses being taught. These methods courses can vary depending on the context of the institution and teacher preparation program. While the Standards for Preparing Teachers of Mathematics (SPTM) (AMTE 2017) offer guidelines of what should be included in these courses, mathematics teacher educators lack a place to find resources and/or activities to help us address these standards in our courses. There are also differences in how many methods courses are offered for prospective mathematics teachers and whether or not these courses have imbedded field experiences. All of these differences lead to a variance in what is taught and what activities we use in our courses.
Typically, new ideas are piloted in our methods courses and old ideas are either improved upon or discarded without record. The knowledge and ideas that are produced in this process are largely lost due to our isolation. In this session, we aim to recover that knowledge by making the most of our shared space and time by distributing the lessons we have learned from our own practice. This session will serve as an incubator for assignments to support preservice teachers in their pedagogical development of teaching mathematics.
If you have questions or ideas please contact us!
Amber Candela (CandelaA@umsl.edu)
Zandra de Araujo (firstname.lastname@example.org)