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


The purpose of this paper is to compare the recommendations for curriculum reform of the professional mathematics organizations, NCTM and MAA, as they pertain to the preparation of teachers of mathematics, with the requirements for the college and university teacher preparation institutions as specified in the sets of standards of NASDTEC, NCATE, and NBPTS, as well as the recommendations of the Carnegie Forum and the Holmes Group. A one-to-one correspondence would be ideal because of the implications for success; a close alignment would be acceptable.

We first look at the specific recommendations of the MAA through the report A Call for Change: Recommendations for the Mathematical Preparation of Teachers of Mathematics (Leitzel). The recommendations of the NCTM that concern teacher preparation in the document Professional Standards for Teaching Mathematics (NCTM 1991) are identified next. The third major section of the paper compares the recommendations for teacher preparation of the professional mathematics organizations with the general recommendations for teacher preparation as outlined in the NASDTEC Standards for State Approval of Teacher Education; the NCATE Standards, Procedures, and Policies for the Accreditation of Professional Education Units, Towards High and Rigorous Standards for the Teaching Profession (NBPTS); and the reports of the Carnegie Forum and the Holmes Group. Finally, we summarize the major findings of our investigation.