Congratulations to the Newly Elected Members of the AMTE Board!

The AMTE election results are in! The new officers will assume their AMTE positions on the Board of Directors at the conclusion of the 2016 Annual Conference in Irvine this January. A brief introduction to our new officers is provided below. Their full biographical statements can be found on the AMTE website. Once again, congratulations, and thank you to the Nominations and Elections Committee for their service to AMTE!

President (4-year total term): Randy Philipp, San Diego State University

Randy is a Professor in the School of Teacher Education at San Diego State University and the Director of CRMSE, the Center for Research in Mathematics and Science Education.

He writes:

I started my educational career as a secondary school mathematics teacher in Southern California and as a teacher in the Peace Corps in Liberia, West Africa, and my K-12 teaching has served as the foundation of my academic career. My research interests include studying teachers’ beliefs and mathematical content knowledge, the effects on prospective and practicing teachers of integrating mathematics content and students’ mathematical thinking, studying teacher sustained professional development, and studying students’ integer sense. Over my career I have provided professional development to many teachers, and I am currently working with a group of exemplary secondary mathematics teachers as part of a Noyce project.

Treasurer (3-year term): Anita A. Wager, University of Wisconsin-Madison

Anita is an Assistant Professor in the School of Education at the University of Wisconsin, Madison.

She writes:

Anita’s research focuses on teacher education that supports culturally relevant and socially just mathematics teaching in early childhood and elementary school. She is particularly interested in practices that draw on children’s mathematical thinking, mathematics (and other) experiences in homes and communities, and the mathematics children engage with in play. In her work with teachers to explore mathematics learning in play-based classrooms Anita examines how teachers can plan activities, prepare the environment, and notice mathematical practices children engage with in play. In collaboration with Dr. Beth Graue and Dr. Tom Carpenter, she is in the 5th year of an NSF funded project to study a professional development program for public preK teachers that weaves together developmentally and culturally responsive early mathematics and funds of knowledge. With colleagues from other institutions Anita is working on another NSF funded project to study students’ access to and agency in mathematics learning.

Member-at-Large (3-year term): Michael Steele, University of Wisconsin-Milwaukee

Michael is an Associate Professor and Chair of the the Department of Curriculum and Instrution at the University of Wisconsin, Milwaukee.

He writes:

A former middle school mathematics and science teacher, I direct the secondary mathematics teacher preparation program at UWM, teaching mathematics methods courses, supervising student teachers, and directing long-term professional development projects in the region. I am a co-author of professional development curricula related to secondary mathematics discourse and reasoning and proving in high school, and am a part of the NCTM Principles to Actions Toolkit development group. This project, co-directed by Peg Smith and Victoria Bill, has created online professional development modules related to eight research-based effective mathematics teaching practices. My research interests include the mathematical knowledge for teaching at the secondary level, the design of professional development materials that support the development of mathematical knowledge for teaching, and the design and implementation of teacher education programs. I have led the redesign of the secondary teacher preparation curriculum at two institutions, integrating content-focused work and research experiences into the methods course sequence to better link subject-matter and pedagogical content knowledge, and to strengthen connections between theory and practice.