Matthew Campbell takes lead on MTE partnership

Matthew Campbell, an assistant professor of secondary mathematics education in WVU’s College of Education and Human Services (CEHS), was recently appointed as WVU’s representative in the Mathematics Teacher Education Partnership (MTE-Partnership). Campbell succeeds a professor in the department of mathematics in this leadership role, and he is eager to bring his specialized focus on secondary mathematics teacher education to the table.

The MTE-Partnership is part of an initiative created by the APLU (Association of Public & Land-Grant Universities) dedicated to the preparation of secondary mathematics teachers in public and land-grant colleges and universities across the nation. The Partnership’s mission is to address the nation’s shortage of secondary mathematics teachers who are well-prepared to support all students toward new standards for mathematics learning. The MTE-Partnership is made up of 103 institutions of higher learning and K-12 school stakeholders across 31 states. Collectively, they have helped prepare 15% of the new secondary mathematics teachers in the U.S.

“Here at WVU, our group of faculty focused on mathematics teacher education has grown, so our capacity to be involved in efforts like MTE-Partnership has increased,” Campbell says. “Also, since the primary work of the MTE-Partnership is centered on research, development, and implementation in secondary mathematics teacher education programs, it is important for the College of Education and Human Services to be centrally involved.”

WVU’s involvement with the Partnership is in-line with its mission as a land-grant university, because it will contribute to better prepared teachers in West Virginia. It also places West Virginia University at the center of a national discussion about mathematics education preparation in universities across the country.

“As the flagship and land-grant institution in West Virginia, we have the responsibility to be leaders in the area of teacher education—not in terms of how many teachers we prepare, but in terms of how we contribute to our understanding of teacher education.”

Campbell will be attending the annual MTE-Partnership conference in Atlanta in June. As a leader, he plans to look for ways for WVU to continue to improve its support of prospective mathematics teachers while positioning itself in the national picture among peer institutions. He also wants to find ways to bring others from the University into the process— particularly faculty from the mathematics and mathematics education departments so that he can draw on their expertise and involve them in the national discourse.

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