# AMTE Professional Book Series

Beginning 2016, AMTE has worked in a partnership with IAP to publish a series of books for mathematics teacher educators.

**Series Editor**: Christine Browning, *Western Michigan University*

## Building Support for Scholarly Practices in Mathematics Methods

## Editors

Signe E. Kastberg, Purdue University

Andrew M. Tyminski, Clemson University

Alyson E. Lischka, Middle Tennessee State University

Wendy B. Sanchez, Kennesaw State University* *

### Excerpt

Building Support for Scholarly Practices in Mathematics Methods is the product of collaborations among over 40 mathematics teacher educators (MTEs) who teach mathematics methods courses for prospective PreK‐12 teachers in many different institutional contexts and structures. Each chapter unpacks ways in which MTEs use theoretical perspectives to inform their construction of goals, activities designed to address those goals, facilitation of activities, and ways in which MTEs make sense of experiences prospective teachers have as a result.

The book is organized in seven sections that highlight how the theoretical perspective of the instructor impacts scholarly inquiry and practice. The final section provides insight as we look backward to reflect, and forward with excitement, moving with the strength of the variation we found in our stories and the feeling of solidarity that results in our understandings of purposes for and insight into teaching mathematics methods. This book can serve as a resource for MTEs as they discuss and construct scholarly practices and as they undertake scholarly inquiry as a means to systematically examine their practice.

## Elementary Mathematics Specialists: Developing, Refining, and Examining Programs That Support Mathematics Teaching and Learning

## Editors

Maggie B. McGatha, University of Louisville

Nicole R. Rigelman, Portland State University* *

### Excerpt

Elementary mathematics specialists are teacher leaders who are responsible for supporting effective PK–6 mathematics instruction and student learning. The Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics, the National Council of Supervisors of Mathematics, and the National Council of Teachers of Mathematics, in a 2010 joint position paper on Elementary Mathematics Specialists (EMSs), all advocate for the use of EMSs to support the teaching and learning of mathematics. The specific roles and expectations of EMSs will vary according to the needs of each setting, “but their expertise and successful experience at the elementary level is critical” (p 1).

Elementary Mathematics Specialists: Developing, Refining, and Examining Programs that Support Mathematics Teaching and Learningis AMTE’s latest resource supporting the important work of EMSs. It has five sections related to the preparation and professional development of EMSs: (a) Background; (b) Models for Mathematics Specialist Program Development and Delivery; (c) Ongoing Learning and Support of Mathematics Specialists; (d) Researching the Impact of EMS Professionals and Programs; and (e) What's Next for the Field? The book provides support to EMS practitioners, program providers/developers, and researchers seeking to answer important questions about how to prepare Mathematics Specialists, support them in the field, and research their effectiveness.

## Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms

## Editors

Dorothy Y. White, * University of Georgia *

Sandra Crespo, * Michigan State University *

Marta Civil, * The University of Arizona *

### Excerpt

The Association of Mathematics Teacher Educators (AMTE) in its 2015 position paper on Equity in Mathematics Teacher Education provides a list of actions for mathematics teacher educators (MTE’s) to help them develop and implement equitable practices. The position paper states it is critical that mathematics teacher educators: “Model equity‐based pedagogy that emphasizes rich and rigorous mathematics; elicit and build on children’s and young adults’ mathematical thinking; connect to P‐12 students’ cultural/linguistic knowledge and backgrounds as well as individual interests; facilitate mathematical discourse; minimize status issues by expanding broader participation and engagement where varied mathematical strengths are valued; and promote positive mathematical identity and agency (p. 2)”. Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms provides an excellent resource to start conversations describing the enactment of these actions. The book is organized into three main sections: (1) Conversations About Inequities in Mathematics Methods Courses, (2) Conversations About Inequities in Mathematics Content Courses, and (3) Conversations about Inequities in Graduate and Professional Development Contexts. Across these sections there are 19 cases and 57 corresponding commentaries focused on dilemmas that arise when mathematics teacher educators foreground equity in their work. This book of cases provides a needed resource for MTEs to engage prospective teachers, practicing teachers, and future teacher educators in discussions about inequities, privilege, and oppression in society, in schools, and in the mathematics classroom. It is the product of the thinking and experiences of 87 authors who are committed to the improvement of mathematics teacher education.