1. All teachers need a deep understanding of the mathematics they teach. This includes the need to understand the mathematics several years beyond the grade levels to which they have been certified or assigned to teach.
Note: There appears to be tension between the common use of a model of elementary teacher preparation that prepares generalists in the field and the critical need for such teacher candidates to deeply understand the mathematics for which they will be responsible.
2. Courses for teachers must have mathematical integrity and be true to the way mathematicians view mathematics. The courses should recognize the central role of definitions and fundamental principles, and of reasoning and explanations. However, the reasoning and explanations that are used will be most valuable if they can “travel into the classroom”.
3. Teacher education programs must be designed to ensure opportunities for all prospective teachers to learn mathematics deeply and well. Recommendation 2 in the Mathematical Education of Teachers (CBMS, 2001) captures the essence of this recommendation.
4. What mathematics should teachers know at the:
a. early childhood levelNote: The group needs more discussion on this topic/issue.
b. elementary school level
c. middle school level
d. high school level
e. special education?
5. The mathematical knowledge for teaching must be central to the course offerings of the mathematics faculty and the mathematics education faculty within any teacher education program.
6. The mathematics department should value the preparation of teachers as an important component of its mission and should strongly support those faculty members engaged in such work. In particular, such work must be valued for faculty review and tenure.
7. The preparation of mathematics teachers should be a partnership between mathematics and mathematics education faculty and teachers of mathematics at the PreK-12.
8. Tests (Praxis II, etc.) – placeholder – data needed.
9. Candidates in alternative teacher education programs in the area of mathematics (at every level) should be held to the same standards as students in “traditional” teacher education programs.
10. NCATE and other accreditation groups for mathematics teaching – Note: more information needed. Such accreditation groups impact the content of teacher education programs in mathematics.
11. Elementary mathematics specialists are needed. Guidelines relative to the mathematics and mathematics education background of such specialists are needed. There are a variety of mathematics specialist models/roles. These include: mentoring, teaching all of a particular grade level or grade levels, intervention with varied levels of students, etc.
12. The focus of any mathematics education teacher education program should be on the mathematics and mathematics education necessary for the candidate, with additional attention to classroom management, and related school culture issues.
13. The profession must invest in strategies for recruiting mathematics teachers at every level. As importantly, is the investment needed for teacher retention, which may include providing mentoring programs, balancing realistic teaching loads, careful consideration given to class size, assignments beyond the instructional day, and professional development opportunities.