AMTE's SPTM
AMTE's (2017) Standards for Preparing Teachers of Mathematics
Comprehensive, aspirational standards describing a national vision for the initial preparation of all teachers PreK-12 who teach mathematics.
The new AMTE (2017) standards urge teacher educators to develop innovative, practice-based models for supporting TC learning through the purposeful integration of coursework and field experiences. The Standards for Preparing Teachers of Mathematics (2017) describe standards for effective teacher preparation programs that are practice-based. They call for TCs’ development of teaching practices based on the National Council of Teachers of Mathematics (2014) identification of eight effective mathematics-teaching practices. These standards require teacher preparation programs to provide scaffolded and multiple opportunities for TCs to integrate their learning and incorporate practice-based experiences in authentic classrooms throughout the program, not just in student teaching.
Well-prepared beginning teachers of mathematics possess robust knowledge of mathematical and statistical concepts that underlie what they encounter in teaching. They engage in appropriate mathematical and statistical practices and support their students in doing the same. They can read, analyze, and discuss curriculum, assessment, and standards documents as well as students’ mathematical productions.
Well-prepared beginning teachers of mathematics have foundations of pedagogical knowledge, effective and equitable mathematics teaching practices, and positive and productive dispositions toward teaching mathematics to support students’ sense making, understanding, and reasoning.
Well-prepared beginning teachers of mathematics have foundational understandings of students’ mathematical knowledge, skills, and dispositions. They also know how these understandings can contribute to effective teaching and are committed to expanding and deepening their knowledge of students as learners of mathematics.
Well-prepared beginning teachers of mathematics realize that the social, historical, and institutional contexts of mathematics affect teaching and learning and know about and are committed to their critical roles as advocates for each and every student.