Critical Conversations of Engaging with the AMTE Standards

This article is based on an opening plenary session at the Association of MathematicsTeacher Educators (AMTE) 2024 conference in Orlando, Florida, USA. The authors, whodelivered the plenary in a panel format, focus specifically on the AMTE standard indicator thataddresses power and privilege. This article is the product of the five authors reflecting on their paneland 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 theirown reflections on the ways in which mathematics teacher educators and the AMTE standardsengage with power and privilege—particularly in the midst of the current American (and, further,Floridian) political situation.