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:
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Subject matter matters. Deciding what subject matter, for whom, and in what depth, is a substantial challenge for mathematicians and mathematics educators.
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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.
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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.
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Teaching teachers is substantive work. We can learn from one another and from research.
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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.
