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Proceedings of the 7th Annual MTE-Partnership Conference

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The Seventh Annual MTE-Partnership Conference: Equity, Transformation, Leadership
W. Gary Martin & Howard Gobstein

Overview of the Conference
Wendy M. Smith

Equity in Program Transformation Part 1

Susan Elrod

Exploring the AMTE Standards: Social Contexts of Mathematics Teaching and Learning and NCTM’s Catalyzing Change in High School Mathematics (Equity in Program Transformation Part 2)

Marilyn Strutchens

Joint Q&A: Equity in Program Transformation

Susan Elrod & Marilyn Strutchens

Transformations Panel

Alyson Lischka, Jeremy Zelkowski, Ruthmae Sears, Mark Ellis, & Wendy M. Smith

Transformations Working Group

W. Gary Martin & Wendy M. Smith

Equity & Social Justice Working Group

Brian R. Lawler & Keisha Albritton

Clinical Experiences

Marilyn Strutchens, Ruthmae Sears, & Jeremy Zelkowski

Actively Learning Mathematics (ALM)

Wendy M. Smith

The Mathematics of Doing, Understanding, Learning, and Educating for Secondary Schools (MODULE(S²))

Alyson Lischka

Program Recruitment & Retention (PR²)

Julie McNamara

Secondary Teacher Retention & Induction in Diverse Educational Settings (STRIDES)

James Martinez & Lisa Amick

Implications of a Co-Planning and Co-Teaching Professional Development Training for Pre-service Teachers and Collaborating Teachers

Ruthmae Sears, Maureen Grady, Charity Cayton, Patricia Brosnan, Salam Ahmad, & Cynthia Castro-Minnehann

Building Long-Term Support for Faculty through Graduate Student Instructor Professional Development

Nathan Wakefield, Karina Uhing, & Mitch Hamidi

Programmatic Effects of Capstone Math Content and Math Methods Courses on Teacher Licensure Exams Nucleus

Jeremy Zelkowski, Tye Campbell, & Jim Gleason

Learning Assistants’ Conceptualizations of Equitable Access in Active Learning Mathematics Contexts

Nancy E. Kress

A Statewide MTE-Partnership Collaboration (or Hui) in Hawai’i

Charmaine Mangram, Jim McKown, & Linda Venenciano

Secondary Mathematics Teachers’ Understanding of the Nature of Mathematics

Jeffrey D. Pair

Active Learning in a Number Sense Course for Future Mathematics Teachers

Janice Rech & Michael Matthews

Adaptations and Transformations for Recruitment and Retention of Secondary Mathematics Education Majors

Maria L. Fernandez

An Emerging Framework for Understanding the Development of Mathematical Knowledge for Teaching

Jeremy F. Strayer, Yvonne Lai, Alyson Lischka, & Cynthia Anhalt

Addressing Social Justice and Equity in the Statistical Education of teachers Through Statistics Activities

Andrew Ross, Stephanie Casey, Samantha Maddox, & Melody Wilson

Reflections from Noyce Scholars on their Route to STEM Teaching

Jennifer Whitfield, Manjari Banerjee, Hersh C. Waxman, Timothy P. Scott, & Mary Margaret Capraro

Cooperating Teachers’ and Teacher Candidates’ Dual Engagement Modules During Methods Course(s)

Jeremy Zelkowski, Patrice Waller, & Belinda Edwards

Using a Common Observation Tool to Better Align Teacher Preparation and District Partner Professional Development

Mark Ellis & Patrice Waller

Examining Prospective Mathematics Teachers’ Reactions to Definitions of Diversity, Equity, & Social Justice

Joshua R. Males & Lorraine M. Males

Paired-Placement Internships: A Collaborative and Empowering Model for Clinical Teaching

Marilyn Strutchens, Jennifer Whitfield, David Erickson, Basil Conway, Christopher Parrish, & Ruby Ellis

Undergraduate Learning Assistants in Mathematics: Designing Opportunities to Recruit and Prepare Future Teachers

David C. Webb

Find Ways to Talk: How Interns and Mentors are Using Co-Planning Strategies

Maureen Grady, Charity Cayton, & Ronald Preston

Does Co-Teaching Make a Difference?

Jennifer Oloff-Lewis, Laurie Riggs, & Stephanie Biagetti

Practices that Support Beginning Mathematics Teachers

Laura Wilding, Lisa Amick, & Jennifer G. Whitfield

MTE-Partnership Reflections from an AMTE Lens: Reacting and Catalyzing

Michael Steele

Realities and Opportunities in Public School Settings

Cathy Martin

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