Colección: La Educación
Número: (119) III
In this paper, the authors compare the recommendations for changes in the preparation of teachers of mathematics in the United States that have been made by the Mathematical Association of America and the National Council of Teachers of Mathematics with similar recommendations made earlier by the Carnegie Forum on Education and the Economy and the Holmes Group, as well as with the standards of the National Association of State Directors of Teacher Education and Certification, the National Council for Accreditation of Teacher Education, and the National Board for Professional Teaching Standards. A high degree of compatibility among all of these standards and recommendations is claimed, especially on the need for 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. Increased hours of preparation in mathematics content are needed, but these hours would be unlike most currently offered mathematics courses. The authors recommend that these new courses be developed cooperatively by mathematicians and mathematics educators to integrate mathematics content and pedagogy to improve the reflectivity necessary for the teaching and learning of mathematics.