Brief Biographical Sketch:

 

Dr. Barbara Reys is the Lois Knowles Distinguished Professor of Mathematics Education and co-Director of the Center for the Study of Mathematics Curriculum at the University of Missouri-Columbia. She has an undergraduate degree in Mathematics and a PhD in Mathematics Education. She taught elementary, middle, and senior high school mathematics and currently teaches courses in mathematics education for undergraduate teacher preparation students as well as doctoral students and practicing teachers.

 

Dr. Reys served as a writing group leader for Grades 3-5 of the NCTM Principles and Standards for School Mathematics and on the NCTM Board of Directors. She served as President of the Missouri Mathematics Teacher Education organization, as chair of the AMTE Task Force on Corporate Sponsorship, and is a current member of the AMTE Awards Committee. Her current work includes the coordination of the mathematics education program at Missouri, administration of the Center for the Study of Mathematics Curriculum, and research that focuses on the role and influence of curriculum standards and textbooks in teaching and learning mathematics.

 

Statement about AMTE:

 

The Association of Mathematics Teacher Educators is uniquely qualified to contribute solutions to the national conversation about mathematics education.  Undoubtedly, teachers are the linchpins for improving the quality of mathematics programs in the U.S.  However, increasingly, teachers are looking for leadership to guide improvement efforts based on good mathematics and sound instruction, rather than high stakes accountability systems.  Teacher education programs are also being criticized and changes demanded that have little to do with what we know about good teaching and/or high quality teacher preparation.

 

There is indeed a crisis pending with regard to the lack of qualified mathematics teachers to serve our nations schools. AMTE is well positioned to address this crisis by providing leadership and seeking collaboration with other groups such as NCTM, MAA, and NCSM in designing policies and programs to insure that every student has access to a teacher of mathematics that is well prepared and supported. Such programs need to consider the entire trajectory of the life of a teacher, from undergraduate preparation to induction to continued professional development and service.

 

In many places, university teacher educators serve multiple roles.  In addition to attending to the undergraduate and graduate preparation of teachers, they also take on leadership and consultant roles in local schools and in state and regional organizations.  They serve on local textbook adoption committees, they design and lead inservice workshops for practicing teachers, they write curriculum materials, they do research to improve our understanding of good practice, they also stimulate discussion through writing in journals.  It is likely that teacher educators will continue to play many important roles.  AMTE provides an organizational network where teacher educators from all types of institutions and settings can be inspired, energized, and collaboratively work to enact evidence-based solutions, strategies, and services to improve learning opportunities for all students and teachers.