This AMTE volume explores the future of mathematics teacher education, reflecting on research and best practices. It highlights teacher preparation across various contexts and grade levels while connecting to AMTE Standards. Featuring insights from 95 contributors, it addresses current challenges and opportunities to advance the field.
This new volume of The Association of Mathematics Teacher Educators (AMTE) Professional Book Series is a critical and timely resource that paves the way and guides the future of mathematics teacher education. The collection of work in this AMTE Handbook of Mathematics Teacher Education reflects on research and what we know about how best to prepare and support both mathematics teachers and mathematics teacher educators and presents what is happening in the field. Examples included in the 22 chapters highlight how we are preparing teachers across multiple contexts (e.g., within district, in content courses for the major) and grade ranges (K-20+) and all chapters highlight relevant connections to the AMTE Standards for Preparing Teachers of Mathematics. Most importantly, this volume explores what we do not yet fully understand and where we are going. In essence, it considers how we can move the field forward. The 95 contributing authors range from graduate students to those who have served as leaders in the field in multiple ways for many years. Authors include K-12 teachers, school administrators, district leaders, graduate students, higher education faculty, and professional development facilitators.
Foreword; Megan Burton and Enrique Galindo.
Preface; Babette M. Benken.
Section I: Professional Learning For Mathematics Teacher Educators.
Chapter
1. Justice and the Mathematics Classroom: Realizing the Goals of the
AMTE Standards for Preparing Teachers of Mathematics; Shandy Hauk, Marilyn E.
Strutchens, Dorothy Y. White, Jennifer Bay-Williams, Jenq Jong Tsay, and
Billy Jackson.
Chapter
2. Justice-Oriented Mathematics Teacher Education: A Conversation
Among Early Childhood and Elementary Mathematics Teacher Educators; Courtney
Koestler, Crystal Kalinec-Craig, Eva Thanheiser, Cathery Yeh, Naomi Jessup,
and Anita Wager.
Chapter
3. Growing and Modeling Culturally Responsive Pedagogies: A CRP
Self-Study Framework for Mathematics Teacher Educators; Lindsay Keazer and
Kathleen Nolan.
Chapter
4. Centering Equity in Mathematics Graduate Student Teaching
Professional Development; Emily Braley, Mary E. Pilgrim, and Erica R.
Miller.
Chapter
5. Relational Practices in Mathematics Teacher Education: Theorizing
a Construct to Inform Our Practice; Signe Kastberg and Richard Kitchen.
Chapter
6. Doctoral Preparation in Mathematics Teacher Education; Starlie
Chinen and Saba Din.
Section II: Preparing Teachers To Teach Specific Areas Of Mathematics And
Applied Mathematics.
Chapter
7. Engaging and Preparing Educators to Teach Statistics and Data
Science; Susan A. Peters, Anna Bargagliotti, and Christine Franklin.
Chapter
8. Preparing Teachers of Statistics: A Critical Read of Standards,
Review of Past Research, and Future Directions; Travis Weiland, Christopher
Engledowl, and Susan O. Cannon.
Chapter
9. (Toward) Essential Student Learning Objectives for Teaching
Geometry to Secondary Pre-Service Teachers; Tuyin An, Steven Boyce, Amanda
Brown, Orly Buchbinder, Steve Cohen, Dorin Dumitrascu, Henry Escuadro,
Patricio Herbst, Mike Ion, Erin Krupa, Nathaniel Miller, Laura J. Pyzdrowski,
Ruthmae Sears, Julia St. Goar, Stephen Szydlik, and Sharon Vestal.
Chapter
10. Making Advanced Mathematics Work in Secondary Teacher Education;
Yvonne Lai, Nicholas Wasserman, Jeremy F. Strayer, Stephanie Casey, Keith
Weber, Timothy Fukawa-Connelly, and Alyson E. Lischka.
Section III: Utilizing Technology To Support The Learning Of Mathematics.
Chapter
11. Preparing Secondary Prospective Teachers to Teach Mathematics
With Technology; Jennifer N. Lovett, Allison W. McCulloch, Lara K. Dick,
Charity Cayton, Hollylynne S. Lee, and Karen F. Hollebrands.
Chapter
12. Using a Video-Tagging Tool to Support Facilitators of Video-Based
Professional Development; Margaret Walton and Janet Walkoe.
Chapter
13. Using Manipulatives in Face-To-Face, Hybrid, and Virtual Early
Childhood and Elementary Mathematics Methods Courses; Aidong Zhang and Carrie
Cutler.
Section IV: Reconceptualizing Teacher Preparation Programs
Chapter
14. Incorporating Learning-to-Teach Trajectories and Identity
Development in a Model Undergraduate Teacher Preparation Program; Alice F.
Artzt, Frances R. Curcio, and Alan Sultan.
Chapter
15. Working with Mathematics Teacher Candidates to Dismantle Typical
Patterns of Power, Privilege, and Oppression in Mathematics Classrooms;
Teresa K. Dunleavy and Elizabeth A. Self.
Chapter
16. Rethinking the Basics: Toward Mathematics Teacher Preparation for
Anti-Racist Classrooms; Evra Marie Baldinger and Maria del Rosario Zavala.
Chapter
17. Diversifying Teacher Preparation Pathways; Kristin E. Harbour,
George J. Roy, Thomas E. Hodges, and Carolina Teaching Collaborative.
Chapter
18. Opportunities for Co-Learning Equity-Oriented Mathematics
Instruction in the Field Experience; Torrey Kulow, Imani Goffney, Taylor
Stafford, Mary Alice Carlson, Ruth Heaton, Kara Jackson, Melinda Knapp, and
Heather Fink.
Chapter
19. Cultivating Rural Mathematics Teachers Through Place-Attentive
Preparation; Jennifer Luebeck and Jayne Downey.
Chapter
20. Prospective Elementary Teacher Education Program Design: What We
Still Do Not Know About Balancing Content and Pedagogy; Daniel L. Clark and
Tuyin An.
Chapter
21. Making as a Window Into the Process of Becoming a Teacher: The
Case of Moira; Steven Greenstein, Doris Jeannotte, and Erin Pomponio.
Chapter
22. Leveraging Longitudinal and Annual Analyses to Improve Program
Design: Considering Teacher Education Standards and Professional
Recommendations; Jeremy Zelkowski, Martha Makowski, Tye G Campbell, Jim
Gleason, Casedy A. Thomas, Allison Mudd, Anna Keefe Lewis, Chalandra Gooden,
and Felicia A. Smith.
Editor Biography.
