Published In
Journal for Theoretical & Marginal Mathematics Education
Document Type
Article
Publication Date
1-1-2024
Abstract
This article is based on an opening plenary session at the Association of Mathematics Teacher Educators (AMTE) 2024 conference in Orlando, Florida, USA. The authors, who delivered the plenary in a panel format, focus specifically on the AMTE standard indicator that addresses power and privilege. This article is the product of the five authors reflecting on their panel and discussing its contents—in the form of this manuscript—with an external Open Reviewer. The result is a “quintalog” of the five authors in critical conversation with each other about their own reflections on the ways in which mathematics teacher educators and the AMTE standards engage with power and privilege—particularly in the midst of the current American (and, further, Floridian) political situation.
Rights
Copyright 2024 The Author(s). Licensed under CC BY 4.0
DOI
10.5281/zenodo.14419590
Persistent Identifier
https://archives.pdx.edu/ds/psu/44729
Citation Details
Thanheiser, E., Bay-Williams, J., Velasco, R., Bondurant, L., & Lai, Y. (2024). Critical Conversations of Engaging with the AMTE Standards. Journal for Theoretical & Marginal Mathematics Education, 3(1), Article 0308. https://doi.org/10.5281/zenodo.14419590