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Colección: La Educación
Número: (119) III
Año: 1994

Conclusion

Our main objective in this paper was to show the degree of agreement on the preparation of teachers of mathematics between the professional mathematics organizations and the colleges and universities interested in teacher preparation. We briefly summarized the pertinent recommendations of the professional mathematics organizations, MAA and NCTM, and the Holmes Group, Carnegie Forum, and the teaching standards documents of NBPTS, NASDTEC, and NCATE. We found a high degree of agreement by all of the organizations on the need for the following:
  • a command of both subject knowledge and teaching knowledge;
  • the development of reflective practitioners; and
  • increased collaboration and cooperation between faculty of colleges or schools of education and mathematics departments.
All documents but the NCATE Standards recommend an increase in the number of hours of mathematics preparation, but according to the professional mathematics organizations, these increased hours are unlike those used most for currently offered mathematics courses. The emphasis should focus on content at the same time as pedagogy; the what and how become inseparable.

To better prepare reflective practitioners, we recommend a new collaboration between college and university faculty of both mathematics and education departments. The agenda for this new collaboration should concern sharing what each faculty knows best about the preparation of teachers of mathematics and how this knowledge can best be constructed by students and teachers.

While the agreement between the professional mathematics organizations and the others interested in teacher preparation is high, the challenge is to actually implement the proposed calls for reform. In so doing, these new visions of mathematics teacher education might then become a reality in which we indeed “teach teachers as we would have them teach” (Steen 21).