College of Education Publications and Scholarship

ORCID

  • Thanheiser: https://orcid.org/0000-0003-2970-5111
  • Velasco: https://orcid.org/0000-0001-9572-3460
  • Bondurant: https://orcid.org/0000-0001-8069-2382
  • Lai: https://orcid.org/0000-0002-2547-9914

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.

Comments

Rights: CC BY 4.0 license (https://creativecommons.org/licenses/by/4.0/deed.en)

Publisher

The Critical Philosophical & Psychoanalytic Institute for Mathematics Education

DOI

https://doi.org/10.5281/zenodo.14419590

Publication Date

12-18-2024

College

College of Education

Department

Department of Teacher Education and Leadership

Keywords

teacher education, standards, power and privilege, critique

Disciplines

Education

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