Communication from the AMTE Board of Directors

AMTE Board Approves Two Joint Statements

The AMTE Board has endorsed the CBMS Statement on Equity, Diversity, and Inclusion in Mathematical Sciences. The statement can be read on the CBMS website.

Brief Abstract:

The Conference Board of the Mathematical Sciences (CBMS) promotes understanding and cooperation among national organizations in the mathematical and statistical sciences and their allied disciplines. As such, we envision a mathematical sciences professional community that values all colleagues and students and in which we work and learn together with respect and dignity. We embrace a vision for this community that is equitable, diverse, and inclusive. We acknowledge our collective culpability in discrimination, bias, and other forms of injustice and we commit ourselves to action and accountability in service of our vision.


The board has also approved a joint statement on The Role of Elementary Mathematics Specialists in the Learning and Teaching of Mathematics with our sister organizations ASSM, NCSM, and NCTM. The complete statement will be available soon on the Position Statements page of the AMTE Website.

Our Position: 

The AMTE, ASSM, NCSM, and NCTM strongly recommend Elementary Mathematics Specialists (EMSs) in preK-6 environments to enhance the planning, teaching, learning and assessment of mathematics. We further advocate that every elementary school has access to an EMS professional. We know that EMSs positively impact student achievement particularly when they have completed specialized preparation and have sufficient time to interact with teachers. Mathematics teacher educators in school districts, state/province departments of education, and institutes of higher education should collaborate in providing initial preparation programs and ongoing support for EMS. This includes continuing to increase access to rigorous programs and certification. Those serving as EMS professionals should be expected to have a deep and broad knowledge of mathematics content, expertise in using and helping others use effective instructional practices, and the ability to support efforts that help all preK-6 students learn important mathematics. Programs established by colleges and universities, state/province departments of education, or school districts to prepare and provide continuing support for EMS professionals should include an overarching attention to access and equity with specific foci on mathematics content, pedagogy, and leadership knowledge and skills.