• Providing and structuring the time necessary to explore sound mathematics and grapple with significant ideas and problems;

• Using the physical space and materials in ways that facilitate students’ learning of mathematics;

• Providing a context that encourages the development of mathematical dispositions;

And by consistently expecting and encouraging students to—

• Work independently or collaboratively to make sense of mathematics;

• Take intellectual risks by raising questions and formulating conjectures;

• Display a sense of mathematical competence by validating and supporting ideas with mathematical argument.

The teacher of mathematics should engage in ongoing analysis of teaching and learning by—

• Observing, listening to, and gathering other information about students to assess what they are learning;

• Examining effects of the tasks, discourse, and learning environment on students’ mathematical knowledge, skills, and dispositions;

In order to—

• Ensure that every student is learning sound and significant mathematics and is developing a positive disposition toward mathematics;

• Challenge and extend students’ ideas;

• Adapt or change activities while teaching; make plans, both short- and long-range;

• Describe and comment on each student’s learning to parents and administrators, as well as to the students themselves.

Front Matter (R1-R26)

Executive Summary (1-14)

Introduction and Context (15-29)

The Continuum of Teacher Education in Science, Mathematics, and Technology: Problems and Issues (30-43)

The Critical Importance of Well-Prepared Teachers for Student Learning and Achievement (44-65)

Recommendations from the Profession and Disciplines (66-71)

Teacher Education as a Professional Continuum (72-84)

A Vision for Improving Teacher Education and the Teaching Profession (85-108)

Recommendations (109-130)

References (131-142)

Appendix A: Standards for Teacher Development and Professional Conduct (143-147)

Appendix B: Overview of Content Standards from the National Science Education Standards and the Principles and Standards for School Mathematics (148-153)

Appendix C: Overview of Teaching Standards from the National Science Education Standards and the Principles and Standards for School Mathematics (154-158)

Appendix D: Examples of Local and Statewide Programs That Provide Ongoing Professional Development Opportunities to Beginning and Experienced Teachers (159-163)

Appendix E: Examples of Formal and Informal Partnerships Between Institutions of Higher Education and School Districts to Improve Teacher Education (164-176)

Appendix F: Biographical Sketches of Committee Members (177-184)

Glossary of Education Terms (185-192)

Index (193-205)