Educators and the Teacher Training Context

Abstract

There is increasing recognition in the United States of the need for mathematics departments and mathematicians to become involved in training mathematics teachers for primary and secondary schools. Certainly, issues that are valued by both mathematicians and mathematics educators could promote collaboration. For example, the Mathematical Sciences Research Institute, in Berkeley, California, has initiated a series of workshops entitled “Critical Issues in Mathematics Education,” which aims “to provide opportunities for mathematicians to cooperate with experts from other communities on the improvement of mathematics teaching and learning” (Thames, 2006, p. iii; see also, for example, Conference Board on Mathematical Sciences, 2001; McCallum, 2003). However, this area of the 15th study conference received no papers.