Join WI-AMTE from 1 to 2 on Saturday, May 8th for a session entitled “Supporting Early Career and New Teachers in the New Normal.” In this session, we look at a case study of an early career mathematics teacher and explore ways to support the unique challenges for this group of teachers through and after COVID. We’ll also touch on how to deal with change and uncertainty in the professional environment.
WI-AMTE will be hosting a meeting to discuss our planned initiatives for the 2021-2022 school years. These include:
- Restarting the pre-pandemic methods discussion group.
- A PD program to confront the concerns over “learning loss” and how to reframe the discussion.
We also are excited to hear other ideas that people have for the 2021-2022 school year. If you are interested in attending or have ideas, please fill out this form. The meeting can be joined at: https://us02web.zoom.us/j/83308625355
Join WI-AMTE and WMC for an in-depth discussion of the text. Click here to sign up. In our book study, we will explore the guiding theory and practical lessons in the book and share our experiences as we implement these lessons with students. We know that this year is particularly challenging, and we welcome all participants at whatever level you can engage (from reading a chapter when you can to implementing lessons and sharing the outcomes).
This book study is designed for all stakeholders including Teachers, Coaches, Administrators, and Math Instructors at the University and College level. Teachers can sign up as individuals or as faculty groups from their schools.
The discussion will be held virtually over four weeks in March: Wednesday, March 10th, 17th, 24th and 31st from 7 pm-8 pm (CST).
Many students have received an uneven experience due to the pandemic and switches between online, hybrid, and online learning. WI-AMTE will be hosting a dynamic discussion on February 24th on 7 PM (Central) to begin the discussion about what these gaps might be, and how we can work to fill in these spaces while still providing students with a robust mathematical education built around conceptual understanding, mathematical reasoning, and problem solving. If you are interested attending, please fill in the form here. We look forward to having a great discussion!
Our latest Dynamic Discussion on teaching practices in a world of COVID is now posted.
The video of our latest paper study on Design Principles for Examining Student Practices in a Technology-Mediated Environment is on the Dynamic Discussion Page.
Teaching hybrid classes and using distance learning is a challenge for all of us. As we embark on this school year, join us on September 24th at 7 PM to discuss what has worked, what has surprised you, and what challenges lay ahead that we can work together to tackle.
We will use the NCTM/NCSM statement on online learning to help guide our discussion.
The discussion can be joined at this link.
We will be hosting our first Paper Study discussion of this year on September 10th at 7 PM.
With the realities of COVID, we will be examining ways of using technology to train preservice teachers. Joined by the authors, we will be using the paper Design Principles for Examining Student Practices in a Technology-Mediated Environment as our guide.
Given the changes in licensure and the many statewide discussions surrounding this and other issues, now is a prime time to gather and discuss scholarly articles. These paper studies are relevant to anyone who has a stake in mathematics education including mathematics educators, mathematicians, and practicing and mentor teachers.
The focus papers can be found here.
If you are interested in taking part, please sign up here.
The Wisconsin Association of Mathematics Teacher Educators (WI-AMTE) and the Wisconsin Mathematics Council (WMC) are pleased to announce our fall book study.
Download the Catalyzing Change Flyer
Register Now for the Catalyzing Change Book Study
Catalyzing Change in Early Childhood and Elementary Mathematics and Catalyzing Change in Middle School Mathematics are a part of the Catalyzing Change Series. This series is a collection of three books intended to initiate the critical conversations on policies, practices, and issues impacting mathematics education. These books also address why the status quo is unacceptable, what collective actions should be taken to change it, and how to make a difference!
Join WI-AMTE and WMC for an in-depth discussion of the text from NCTM, including the implications of the text for teaching in the state of Wisconsin and the development of tasks that meet the demands of the ideas presented in the books. This book study is designed for all stakeholders in Early Childhood, Elementary and Middle School Mathematics educations: Teachers, Coaches, Administrators, and Math Instructors at the University and College level. Teachers can sign up as individuals or as faculty groups from their schools.
The discussion will be held virtually over four weeks in October: Thursday, October 1st, 8th, 15th, and 22nd from 4pm-5pm.
Discussions will be held as whole groups and in small grade level groups. Joining us to facilitate the discussion will be Erin Edgington, Cynthia Cuellar Rodriguez, Lynn Schaal, and others.
The cost to participant in the book study is $30 and includes one of the Catalyzing Change Elementary or Middle School e-book of your choice. Already have a book, then the cost to participate is $5. Undergraduate students can register for free and receive an e-book.
For more information: Contact WI-AMTE President, Matt Chedister at firstname.lastname@example.org
Please consider writing for the Wisconsin Math Council’s journal Wisconsin Teacher of Mathematics. The journal is looking for articles that explore wonder, joy, and beauty in both mathematics and the teaching of mathematics. This includes:
- Present engaging tasks that can be implemented in the Pk–12 classroom.
- Connect mathematics education research and theory to classroom practice.
- Showcase innovative uses of technology in the classroom.
- Focus on work with preservice teachers in the field.
- Discuss current issues or trends in mathematics education
To be considered for the fall journal, please submit by October 15th and for the spring journal, please submit by March 15th. Journal articles should be around 6 typed pages (although lengths can vary) and can include links to online materials. Questions or submissions can be directed to email@example.com or firstname.lastname@example.org. For more information, click here.