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2025 Annual AMTE Conference
Join us at the Twenty-Ninth Annual Conference of the Association of Mathematics Teacher Educators.
This conference offers inclusive opportunities for a diverse community of mathematics educators to share current research and practice findings, including a variety of sessions featuring educators from The Math Learning Center.
We look forward to engaging with fellow mathematics teacher educators and exploring innovative practices to enhance mathematics education.
For more information and registration details, please visit the official AMTE conference page.
Presentations
Exploring the Role of Teacher Decision-Making When Implementing High-Quality Instructional Materials Responsively
2:15–3:00 p.m.
In this session, we explore what it means to use high-quality instructional materials (HQIM) to support instruction that is both ambitious and responsive to students’ strengths, needs, and interests. We will examine HQIMs to identify teacher decision-making opportunities; contemplate moves and adaptations teachers can make locally to leverage these decision-making opportunities; and discuss potential considerations and related tradeoffs of the moves and adaptations.
Corey Drake
Corey Drake is the senior director for professional learning at The Math Learning Center. She began her career in education as a middle school special education teacher in the Chicago Public Schools. Corey is committed to supporting teachers in using curriculum materials to teach diverse groups of students in equitable ways.
Nicole Rigelman
Nicole Rigelman is a professor of mathematics education at Portland State University and the Education Program Officer at The Math Learning Center. Nicole is passionate about supporting instruction focused on deepening students’ mathematical thinking and is the co-author of Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations.
Mike Wallus
Mike Wallus is the vice president for educator support at The Math Learning Center. He has 17 years of experience as a classroom teacher, and in 2012 he was awarded the Presidential Award for Excellence in Math and Science Teaching (PAEMST). Previously, Mike was an elementary mathematics coordinator and curriculum director in the Minneapolis–St. Paul metro area.
Using Freely Available Curriculum Materials to Prepare Elementary Teachers for Ambitious and Equitable Teaching
1:15–2:00 p.m.
In this session, you will hear from a panel of mathematics teacher educators who will share ways they use free access to the Bridges in Mathematics curriculum materials to support prospective and preservice teachers’ course- and field-based learning about meaningful mathematics content, models that support conceptual understanding, varied student solution strategies, and instructional practices shown to make a difference for student understanding and achievement. Together we will consider how curriculum materials can be leveraged to make progress toward the AMTE’s Standards for the Preparation of Teachers of Mathematics (2017).
Mike Wallus
Mike Wallus is the vice president for educator support at The Math Learning Center. He has 17 years of experience as a classroom teacher, and in 2012 he was awarded the Presidential Award for Excellence in Math and Science Teaching (PAEMST). Previously, Mike was an elementary mathematics coordinator and curriculum director in the Minneapolis–St. Paul metro area.
Nicole Rigelman
Nicole Rigelman is a professor of mathematics education at Portland State University and the Education Program Officer at The Math Learning Center. Nicole is passionate about supporting instruction focused on deepening students’ mathematical thinking and is the co-author of Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations.
Heather Gallivan
Heather Gallivan’s research interests include issues of culture and race in mathematics teaching and learning, and preparation of prospective teachers for socio-culturally diverse school settings.
Dr. Andrea McCloskey
Andrea McCloskey is an Associate Professor of Mathematics Education in the Department of Curriculum and Instruction for the College of Education at Penn State. Her research focuses on teacher preparation and development, cultural influences on teaching practices in elementary school mathematics, and ways that improvisational theater can critique current practices and point to new ways of understanding mathematical activity in classroom settings.
AMTE’s New Elementary Mathematics Specialist Guidelines: Exploration and Dialogue around Advocacy and Implementation
9:30–10:30 a.m.
Learn about AMTE’s new Guidelines for Preparing and Supporting Elementary Mathematics Specialists (EMSs). Facilitated by the EMS Standards Task Force, explore the needed preparation and ongoing professional development for EMSs in their varying roles that support teacher and student learning. Discuss implications and needed advocacy for the specialized preparation, ongoing professional learning, and use of EMS professionals. While information about the guidelines will be shared, this session centers on interactive dialogue amongst attendees to exchange ideas around implementation of the guidelines and scaled-up use of EMSs at the classroom-, school-, district-levels, and beyond.
Nicole Rigelman
Nicole Rigelman is a professor of mathematics education at Portland State University and the Education Program Officer at The Math Learning Center. Nicole is passionate about supporting instruction focused on deepening students’ mathematical thinking and is the co-author of Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations.
Dr. Susan Auslander
Dr. Susan Auslander is a Professor of Elementary Mathematics Education in the Department of Curriculum and Instruction. Her research over time has emphasized elementary teacher development during mathematics teacher education. She currently focuses on the development of Elementary Mathematics Specialists, specifically their content knowledge for teaching, teacher leader capabilities, and responsive classroom instruction in culturally and linguistically diverse school settings. She largely uses mixed methods in her research.
Developing, Supporting, and Researching Novice Elementary Mathematics Specialists as They Take On Leadership Roles
10:30-11:15 am
This five-year collaborative project across fifteen schools in a large urban district trained and supported 25 elementary mathematics specialists (EMSs) serving in varied classroom- and school-based leadership roles (i.e., generalist teachers, specialist teachers, coaches). Collecting data on shifts in educators’ mathematical content, pedagogical, and leadership knowledge and practice, project partners sought to understand (1) how the EMS program prepared EMSs for their roles; (2) the supports and hindrances for these novice EMSs enacting their roles, and (3) relative effectiveness of each EMS role. These findings inform the work of EMSs, EMS teacher educators, and professional development providers.
Nicole Rigelman
Nicole Rigelman is a professor of mathematics education at Portland State University and the Education Program Officer at The Math Learning Center. Nicole is passionate about supporting instruction focused on deepening students’ mathematical thinking and is the co-author of Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations.
Chandra Lewis
Chandra Lewis is a Senior Research Associate at the Portland, Oregon office of RMC with 24 years of experience in research and evaluation. She works on both large- and small-scale projects within K-12 and higher education for local, state, and federally funded projects. Her primary area of expertise is evaluating Science Technology Engineering and Math (STEM) projects; however, her work spans a wide range of education content areas including teacher professional development, sex education, informal learning environments, active learning, technology and programs for differently abled students, dual language learning, students’ mental health, and mandatory student drug testing.