Summary. Mathematics teacher preparation is situated in a much larger arena. Engagement with the larger teacher preparation infrastructure is critical.

CONCLUSION

We reiterate the summary statements:

  • Subject matter matters. Deciding what subject matter, for whom, and in what depth, is a substantial challenge for mathematicians and mathematics educators.

  • It's not just the mathematics. Knowing mathematics does not ensure the effectiveness of prospective teachers. How they come to know their mathematics matters as well.

  • It's not just “some mathematics and some pedagogy.” There is much to be learned about mathematics teaching by examining the practice of mathematics teaching.

  • Teaching teachers is substantive work. We can learn from one another and from research.

  • Mathematics teacher preparation is situated in a much larger arena. Engagement with the larger teacher preparation infrastructure is critical.

The MSEB believes that the issues raised here must be addressed by those concerned with postsecondary education, jointly with those concerned about mathematics education research, K-12 curriculum, K-12 schools, continuing teacher education, and policy development. Specifically, we recommend continued attention to the research knowledge base in mathematics teacher preparation, a relationship between teacher preparation research and practice which enables both enterprises to be more effective, the creation of diverse sets of resources for mathematics teacher preparation, and heightened emphasis on providing faculty development. We see a need for efforts that will join the many parts of the mathematics teacher preparation enterprise in productive collaborations to address these challenges. The MSEB looks forward to being involved in continued work on this important topic.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement



Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.

OCR for page 12
THE PREPARATION OF TEACHERS OF MATHEMATICS: CONSIDERATIONS AND CHALLENGES: A LETTER REPORT Summary. Mathematics teacher preparation is situated in a much larger arena. Engagement with the larger teacher preparation infrastructure is critical. CONCLUSION We reiterate the summary statements: Subject matter matters. Deciding what subject matter, for whom, and in what depth, is a substantial challenge for mathematicians and mathematics educators. It's not just the mathematics. Knowing mathematics does not ensure the effectiveness of prospective teachers. How they come to know their mathematics matters as well. It's not just “some mathematics and some pedagogy.” There is much to be learned about mathematics teaching by examining the practice of mathematics teaching. Teaching teachers is substantive work. We can learn from one another and from research. Mathematics teacher preparation is situated in a much larger arena. Engagement with the larger teacher preparation infrastructure is critical. The MSEB believes that the issues raised here must be addressed by those concerned with postsecondary education, jointly with those concerned about mathematics education research, K-12 curriculum, K-12 schools, continuing teacher education, and policy development. Specifically, we recommend continued attention to the research knowledge base in mathematics teacher preparation, a relationship between teacher preparation research and practice which enables both enterprises to be more effective, the creation of diverse sets of resources for mathematics teacher preparation, and heightened emphasis on providing faculty development. We see a need for efforts that will join the many parts of the mathematics teacher preparation enterprise in productive collaborations to address these challenges. The MSEB looks forward to being involved in continued work on this important topic.