Past CAC Conferences

MI-AMTE CAC 2020

Online conference hosted on March 21, 2020

20/20, A Vision for Mathematics Teacher Education

In the coming decade, mathematics educators in Michigan will make a reality of visions for enhanced mathematics preparation and educator learning. They will interpret and establish goals, design learning experiences, and appraise their success and progress grounded in standards that have emerged from the State of Michigan and organizations like AMTE. In the process, they will shape and advocate for high-quality mathematics learning experiences across a variety of settings that enable teachers and the children in their classrooms to understand and use mathematics. The goal of the conference is to bring together mathematics teacher educators, mathematicians, facilitators of professional learning, mentors, coaches, and other educational leaders to have rich conversations about making the vision for mathematics preparation into reality. Conference activities will address this from both research and practice perspectives.

Plenary Speakers

John Staley

Creating a Vision to Catalyze Change in High School Mathematics: Engaging Mathematics Teacher Educators in Critical Conversations

How might we make high school mathematics work for more students? Creating a vision where more high school students understand and use mathematics will take creativity, courage, and commitment of the mathematics education community. Mathematics teacher educators play a vital role in making this vision become a reality. Essential concepts, equity-based instructional practices, and pathways leading to postsecondary mathematics curricula are just a few of the topics for today’s conversation.

Deborah Loewenberg Ball

(How) Can Mathematics Teaching and Teacher Education Contribute to Disrupting Racism and Oppression?

Mathematics classrooms, curricula, and pedagogy have co-produced and re-produced larger societal and historical patterns of inequity, marginalizing Black and brown students, and privileging masculinity and Whiteness. This presentation argues that mathematics –– and, here, through mathematics teaching and teacher education –– has a crucial role to play in countering and disrupting these patterns. We will explore and discuss possible practices and courses of action toward this imperative.

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