This paper describes a structured approach to engaging preservice teachers in professional mathematics education conferences through a combination of presentation or volunteer opportunities. We detail a small-scale program implemented at Author’s University that removes financial barriers to conference participation while providing scaffolded support and mentorship. The program design emphasizes building a community through shared experiences and structured reflection. We offer practical guidance for teacher preparation programs seeking to implement similar initiatives, including timeline considerations, mentoring structures, and assessment strategies.

This study discusses how teaching K-8 preservice teachers (PSTs) about the measures of central tendency through the context of the voting process impacted their learning about mathematics as well as the voting process and issues that may arise. Being a well-informed citizen, especially for people who will be teaching in the next few years, is important as they will influence many children in the future. Findings show changes in the PSTs' perspectives on the voting process, voting issues, and learning center measures. Additionally, PSTs indicated they enjoyed learning about the measures of central tendency through context of the voting process and the issue of voter suppression. Furthermore, researchers found teaching through this context had long-term implications, as one PST reached out during the most recent election, which was more than a year after the course ended.