Minutes

Third Annual Business Meeting of the Association of Mathematics Teacher Educators

The third Annual Business meeting of AMTE was called to order at 5:10 pm by President Henry Kepner, Jr. After brief introductions, Henry presented the agenda for the meeting.

Secretary Michaele Chappell presented the minutes from the 1994 Business Meeting; the report was approved with corrections noted.

Nadine Bezuk presented the Treasurer's report, which stated a Final Balance of $5166.34. Nadine commented on types of expenses and current membership; the report was then approved.

Doug Aichele presented the report of the Nominations and Elections Committee (consisting of Doug Aichele, Bob Reese, and Joan Ferrini-Mundy). Officers elected were as follows: Secretary: Michaele Chappell; Members-at-Large: Susan Gay and Mary Hatfield

Lynne Gray presented the report for the Affiliations Committee. Lynne reported on how the AMTE would relate to other important organizations (e.g., NCTM, ATE, MCTE, and MM). Discussions were in favor of developing the AMTE as a formal affiliate of the NCTM. Lynne commented that the committee was working with an ATE-SIG in order to learn how the two organizations can work cooperatively. Additionally, communications were in progress with the MCTE. Other organizations (e.g., ASCD, School Boards) with whom the AMTE could affiliate were mentioned.

Henry presented a report of the AMTE's activities for the 1994-95 year. Among those mentioned were:

• LISTSERV;
• Report of the Regional Mathematics Methods Conferences presented in December '94 Newsletter;
• (2) AMTE Newsletters;
• AMTE series of sessions at NCSM; and
• NCATE accreditation (brief report given by Genevieve Knight, NCTM Representative to NCATE).

Henry then turned the business meeting over to the new President Judith Jacobs. Judith first presented Henry with a gift for his service as President of the AMTE. Judith then presented a State of the Organization Commentary. Highlights from Judith's commentary included the following items.

1. Things AMTE needs to do: - establish a membership committee to help expand membership; - establish state or regional affiliated groups; - obtain tax-exempt status.
2. Announcements:
   • new editor for Newsletters (Susan Beal);
   • column placed in Newsletters on assessment in elementary methods courses.
3. Goals:
   • presence at various meetings (e.g., NCTM RegionaUAnnual, NCSM, ATE, MCTE, ASCD, MM);
   • AMTE position statement for educators to use in their schools and colleges;
   • special projects (e.g., grant written by NCTM and AMTE to hold an invitational conference where members could have a theoretical and philosophical discussion regarding establishing an agenda for mathematics teacher education; establish a task force to examine guidelines for methods course and, possibly, content courses).

Audience members commented that AMTE should:

• address preservice teacher as well as inservice teacher education;
• possibly get involved with a journal of mathematics teacher education;
• involve state affiliates;
• contact the National Association of Independent Schools regarding how to establish local affiliates;
• create a survey to determine background of members;
• consider the possibility of a teacher education conference;
• distribute a directory of the membership--listed alphabetically and by zip code.

Judith asked for small groups to discuss key issues in elementary methods and secondary methods education and organizations in which AMTE wants presence. The secondary methods group planned to hold its discussions on LISTSERV; the elementary methods group's report is attached.

Judith adjourned the AMTE meeting at 5:50 pm.

Respectfully submitted, Michaele F. Chappell, Secretary

Elementary Methods Report

Issues for Mathematics Teaching and Learning

1. Should there be unified content methods courses?
2. Should we 'cover' fewer topics? We can't teach preservice teachers everything they need to know; what are the implications?
3. Prerequisite mathematics courses: how many? What kind? How are they taught? Do these adequately serve the needs of the preservice teachers?
4. Should we be talking about children's thinking about mathematics?
5. Should we be helping preservice teachers to develop a philosophy of teaching mathematics during the methods course?
6. What is to be included in the course? Non-mathematics topics (e.g., inclusion, cooperative learning), technology (e.g., calculators and computers), mathematics content, mathematics methods, and children's thinking?
7. What is the role of field experience?
8. What is the relation between evaluation instruments that are available and the way preservice teachers are expected to teach mathematics?

Suggestions

1. Include in Newsletter a column devoted to exchanging ideas.
2. How do we prepare preservice teachers to survive in schools that do not prescribe to the reform movement?

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