We have three outstanding candidates for the 2019 WI-AMTE Board of Directors. You can meet them here! Ballots will be mailed the week of September 9th to active WI-AMTE members.
Make sure your membership is up to date!
WI-AMTE will be holding our first Dynamic Discussion of Teaching Mathematics at 8 PM CST on January 15th, 2019. This will be a fast paced-sixty minutes of sharing research-based teaching practices – give us an hour and we’ll give you something exciting to try in your classroom the next day!
The session will focus on problem solving strategies and provide educators with a platform to share ideas and instructional strategies. The idea is to have open forum for people to network from across the state. We encourage people to bring their own resources to share with the group.
We will be meeting via Zoom (https://uwmsoe.zoom.us/j/923820465) to discuss problem solving strategies used in the classroom.
If you have any questions, please feel free to contact us. If you know of any fellow educators who would be interested in joining, please let them know about this meeting.
You can find the resources for our Dynamic Discussions on this page.
April 17, 2018 • Mid-States Technical College, Stevens Point • 9am-3pm
The Wisconsin Mathematics Council (WMC) and Wisconsin Association of Mathematics Teacher Educators (WI-AMTE) recently released a joint statement describing what college readiness in mathematics looks like for all students.
In addition, the National Council of Teachers of Mathematics is set to release Catalyzing Change in High School Mathematics: Initiating Critical Conversations, a document which has the potentially to meaningfully reshape the landscape of high school mathematics.
Join us for a day-long dialogue about college and career readiness, designed to answer the following questions:
• What does effective mathematics teaching that supports college and career readiness look like in high schools?
• What innovations are being implemented in entry-level university mathematics teaching that supports reasoning and sense making?
• How can high schools be thinking about coherent mathematics pathways for students to support college and career readiness for all students?
We will engage in example mathematical activities from entry-level university mathematics courses, discuss innovative practices in high school course design, and identify questions for further discussion and study to be presented to state leadership at the WMC Annual Meeting in May.
Middle and high school teachers, curriculum directors and specialists, coaches, and university mathematics educators are all welcome to attend!
To RSVP, please fill out the following form no later than April 10th:
Registration is free. Lunch will be provided at a $5 cash cost.
As many of you are aware, a number of changes are being made and/or proposed to licensure in the State of Wisconsin. In response to those changes and proposals, the Wisconsin Association of Mathematics Teacher Educators puts forward the following white paper regarding implementation of new state licensure regulations.
On December 6th, WI AMTE hosted a statewide webinar to continue the discussion about college readiness. You can find the recording of that webinar below.
Additional relevant resources:
Thank you to everyone who participated in our 2017-2018 election. We were electing six WI AMTE board positions this year, for 1-, 2-, and 3-year terms. Going forward, we will elect two members of the board each year to 3-year terms. I’d like to thank all the candidates that ran and everyone who voted in the election.
Hi folks – Mike Steele here from the leadership team. The recent AMTE Standards for Preparing Teachers of Mathematics have sparked a lot of conversation and debate recently. There are a number of ideas that I find to be intriguing and have sparked additional thinking on my part about how I organize my mathematics methods courses. In particular, candidate standard C.4 on the Social Contexts of Mathematics, and Indicator C.3.3, Anticipate and Attend to Students’ Mathematical Dispositions stand out for me as areas in which I could personally strengthen my methods repertoire. I wondered what messages I am (or am not) sending to my students about what it means to know and do mathematics, how we structure the learning opportunities with respect to mathematics and the teaching and learning of mathematics in our methods courses, and what changes I might consider making to provide a more transparent and coherent message. When we discussed this matter as a leadership team, it was suggested that we perhaps take a look at our syllabi as a starting point for this work. As such, I’m providing the syllabus for my fall course – essentially the ‘middle’ course in a three-course methods sequence at UWM – as sacrificial analytic fodder. I’ll reflect a little bit about what I notice in this syllabus with the lenses of the Standards, as well as some comments about edTPA and state licensure. I invite you all to comment and engage in further discussion using my syllabus as a starting point. Continue reading “Thinking about our Methods syllabi…”
WI AMTE is pleased to announce a track devoted to mathematics teacher education at the WMC Annual Meeting in Green Lake, WI on May 5th, 2017. Please see the flyer below for session information.
We are also pleased to announce the first annual Preservice and Early Career Teacher Poster Session! Please encourage your preservice teachers and early-career colleagues to showcase their work at this relaxed, informal poster session on Thursday prior to Celebrate WMC. Submit your poster proposal here!
On March 22, WI AMTE held a webinar to discuss current challenges with the Praxis II Mathematics exam. Slides for the webinar are attached, along with a portion of the webinar video discussion embedded below.
A DPI-commissioned task force (the Leadership Group on School Staffing Challenges) has proposed significant and sweeping changes to state licensure. Among these changes include the consolidation of licenses into two categories: Grades PK-9 generalist, and Grades 4-12 content specialist. This move would eliminate a specific license for Early Childhood Education (no coverage for birth-PK) and significantly change the scope of the secondary mathematics education EAA license.
You can read a summary of the recommendations here. There is currently no mechanism for providing feedback to DPI on this matter. WI AMTE’s voice was represented in letters that have gone forward from UW System institutions with stakes in teacher preparation, and from the Wisconsin Mathematics Council. We encourage WI AMTE members to make their voices heard by emailing Sheila Briggs directly.