Call for Proposals - 2016 AMTE Conference

The Twentieth Annual Conference of the Association of Mathematics Teacher Educators will be held January 28-30, 2016, in Irvine, California. 

For 2015, the AMTE Board named two priorities.

  • Strengthen connections across the organization to promote the improvement of mathematics teacher education through evidence-based decisions;
  • Strengthen AMTE’s advocacy for high quality mathematics teacher education in support of quality mathematics teaching.

We encourage proposal writers to highlight connections to these priorities, as appropriate, when submitting proposals to any of the nine presentation strands.

April 1, 2015  Link to online submission site made available
Friday, May 15, 2015 11:59 PDT Proposals due via  online submission site
Mid-August, 2015 Notification to presenters of accepted proposals  
September 15, 2015  Conference registration deadline for presenters

Presenter Registration Deadline

All presenters must register for the conference by Sept 15, 2015, or their session will be cancelled.


 All presentations on both practice and research in mathematics teacher education are welcome. Sessions related to practice may include presenting or sharing resources for mathematics teacher educators. In the submission process, you will be asked to classify your presentation into one of the following strands that most closely aligns with your topic.

Development of Mathematics Teacher Educators

Sessions related to the work of preparing individuals (e.g., teacher leaders, university faculty, consultants, mathematics specialists) to serve as mathematics teacher educators in K-12 schools, institutions of higher learning, or other organizations. Includes efforts related to the continuing professional development of mathematics teacher educators, including those early in their careers. Sessions related to the work of practicing mathematics teacher educators likely belong under another strand.

Equity and Mathematics Education

Sessions related to equitable practices in mathematics teacher education. Includes increasing the diversity of mathematics teachers and mathematics teacher educators and sharing practices that effectively enable teachers to better serve the range of learners in their classrooms.

Mathematical Content Knowledge

Sessions related to the preparation of preservice and/or inservice teachers in the realm of mathematical content knowledge. Includes efforts undertaken in content courses and content-based professional development.

Mathematics Education Policy and Program Issues

Sessions related to national or international policy as well as programmatic issues in mathematics education. Includes position statements, calls for action, national and state standards, accreditation, alternative teacher certification, and teacher education programs.

Pedagogical Content Knowledge

Sessions related to the preparation of preservice and/or inservice teachers in the realm of pedagogical content knowledge. Includes efforts undertaken in methods courses and pedagogically-focused professional development.

Preservice Teacher Field Experiences

Sessions related to the experiences and impact of preservice teachers attending and working in K-12 school settings in mathematics education. Includes early field experiences as well as student teaching and internships.

School and University Partnerships and Projects

Sessions reporting on efforts of collaboration between K-12 schools and institutions of higher learning in mathematics education. Includes a focus on the components or aspects related to mathematics teacher education within these projects or partnerships.

Teacher Professional Development

Sessions related to the structure of, environments for, or policies surrounding professional development work with mathematics teachers and teacher leadership. Includes reports on teachers engaged in structured self-inquiry such as lesson study and action research.

Teaching and Learning with Technology

Sessions related to the use of technology in teaching and learning mathematics or in mathematics teacher education. Includes practice and research related to Technological Pedagogical Content Knowledge (TPACK). Please read the NTLI Fellowship description at the end of this document


The AMTE Board of Directors believes that the AMTE Annual Conference should provide participants with an opportunity to examine and discuss current issues in mathematics teacher education and professional development. Therefore, all sessions must provide opportunities for participants to be actively engaged. The details on how you will involve participants in your session must be included in your proposal. The following are potential formats for presentations. Each format includes options for session durations. The program committee reserves the right to adjust session lengths to fit the confines of the program.

Brief Reports

Brief Reports allow for presentations that can be given in a concise manner. Final project reports, teaching or research ideas in progress, proposals, or prospectuses may be particularly appropriate. The program committee will group two to four submissions on similar topics in the same session, and a member of the committee will moderate the session. Each brief report will have 10 minutes to present and 5 minutes to field questions/comments. In the last 15 minutes of the session, presenters and attendees will engage in a group discussion sharing feedback, providing suggestions, considering related ideas, and exploring possible collaborations. While a Brief Report will typically be submitted by 1-3 people, each group should carefully consider how to make best use of their time to provide the maximum information within the 10 minute presentation. Having only one person present and using a few slides with only the pertinent information are techniques others have used successfully.

Individual Sessions

Individual sessions allow for project overviews and updates, local and state initiatives, and brief research or practice reports. Such sessions are 45 or 60 minutes and typically have 1-3 presenters. At least 1/3 of the time must be allocated for participant interaction.

Discussion Sessions

Discussion sessions allow AMTE attendees to hold rich, focused discussions around issues of shared interest and are 60 or 75 minutes. Discussion sessions should begin with a brief presentation by the organizers (no more than 15 minutes) designed to provide a framing idea for the session, followed by open discussion.


Symposia allow presenters to choose one of several different formats for a 60 or 75 minute session. Regardless of format, at least 1/3 of the time must be allocated for participant interaction. The Symposia session formats include:

  • Thematic Presentation : One substantive presentation with two prepared critiques or responses regarding a specific relevant theme or issue for the AMTE audience.
  • Panel Discussion : Panelists address salient points related to an issue of current concern to mathematics teacher educators with a moderator to foster interaction.
  • Multi-Faceted Presentation : Consists of several presentations focusing on the same issue from different perspectives or related aspects.

Extended Sessions

Extended sessions are two hours and may be scheduled throughout the conference, Thursday to Saturday. These sessions allow presenters to choose one of several different formats, yet regardless of format, at least 1/2 of the time must be allocated for participant interaction. The Extended Session formats include:

  • Interactive Panel Discussion : Panelists address salient points related to an issue of current concern to mathematics teacher educators with a moderator to foster significant participant interaction.
  • Working Group : Assembles a group of people to work in collaboration towards some goal or to consider a particular issue relevant to mathematics teacher educators.
  • Workshop : Provides opportunities for participants to engage with course, technology, and/or assessment materials relevant to mathematics teacher education.

Poster Session

The poster session is intended to facilitate the presentation of information and research through a visual display of material rather than a formal presentation. This session allows an opportunity for informal discussion and interaction between the presenter(s) and the audience. Each poster must fit on a 30” x 40” foam display board that will be provided by AMTE and mounted on an easel. The poster session will run 60-75 minutes and is scheduled for Thursday afternoon of the conference. Presenters must be with their posters at the time listed in the conference program.


Create NEW Accounts for Proposal Submission

Proposals will be submitted using All Academic , an online conference management system. Links to the  online submission site were posted on April 1, 2015.

Prior to submitting a proposal, you will need to:

  1. Create your own All-Academic Account , and
  2. Have each of your co-speakers create an individual All Academic Account.

Proposals Must be Blinded

You will also need to blind your title, session description, and entire proposal. Therefore, do not include the author(s), university, state, county, or city names; project titles; or websites. Instead use Author (year) for citations and references and state X, city X, project X, etc., for any identifying information.
If a proposal is not blind, it will not be reviewed.

Submission Requirements

Be prepared to submit the following information for each proposed session:

Presenter Information

Provide required information for all presenters , including

  • name
  • affiliation and position
  • mailing address
  • phone number and e-mail address

Session Information

Provide the requested presentation strand , session format , and session duration .

Session Description

Provide an informative title (up to 15 words) and a brief description of the session (up to 40 words) to be listed in the program. Both the title and session description must be blinded.


All proposals must be:

  1. blind for review;
  2. two-pages (including references);
  3. single spaced, 12-pt font, with 1-inch margins; and
  4. pdf format.

If a proposal is longer than two pages, including references, it will not be reviewed . Your proposal should provide sufficient information to allow reviewers to apply the review criteria, including some detail on how the session will be organized in the proposed time frame.

Limits on Participation

Each individual may serve as lead presenter for no more than one session and can appear no more than twice on the program . The lead presenter must personally certify that all listed presenters have confirmed their willingness to participate in the session.

Resources to Consider when Preparing a Proposal

  • ETA hand2mind is a sponsor of AMTE and has offered to provide manipulative materials at the 2016 annual conference so that conference attendees can participate in hands-on activities in conference sessions. Presenters of accepted sessions will have the opportunity to reserve and use materials, which may be found at .
  • For Extended Sessions, Symposia, Discussion Sessions, Individual Sessions and Brief Reports, the conference venue will provide a screen and digital projector for each room. Presentations requiring audio must indicate their request as part of the proposal submission. No other equipment will be provided by AMTE.
  • For the Poster Session, a 30” x 40” foam board and push pins will be provided by AMTE, with the hotel furnishing easels.  Laptop computers and/or audio speakers are not appropriate for use in the Poster Session.
  • Internet access will be available to presenters and attendees in all conference areas.
Review Criteria

Clarity of Proposal 

To what degree is the proposal clearly written?

Background Information 

To what degree does the proposal include relevant background information to support the proposal topic?

Relevance to AMTE Audience 

To what degree is the proposal topic relevant to the AMTE membership?

Presentation Outcomes

To what degree are the presentation goals and outcomes clear and important?

Evidence of Impact

To what degree does the proposal indicate evidence of past or potential future impact? Examples of such evidence include impact on practice, research results, or potential impact from the presentation itself.

Presentation Engagement*

To what degree does the proposal describe how participants will be actively engaged?

Presentation Organization*

To what degree does the proposal provide a clear and appropriate outline of how the time during the session will be allocated?

* Reviews of poster proposals will not address Presentation Engagement or Presentation Organization.


If you have questions regarding proposal topic, format, or submission, please contact:

Shannon Dingman, Program Chair

University of Arkansas
SCEN 309
Department of Mathematical Sciences
Fayetteville, AR 72701

Email: (preferred)

Phone: (479) 575-3494