Typical patterns followed in American colleges and universities in the preparation of mathematics teachers are inadequate for at least four reasons: some mathematics courses are perceived by students as irrelevant, the preparation is often not in step with societal changes, little attention is given to developing a solid understanding of mathematics content which is particularly important for secondary teachers, and insufficient emphasis is placed on the big ideas and unifying themes which pervade all of mathematics. This article discusses the reasons for these shortcomings and suggests a possible remedy involving the design of a program based on the intersection of certain needs of a secondary teacher and certain mathematics courses studied by prospective teachers.
AUTHORS'PREFACE
The growing shortage of qualified secondary school mathematics teachers in the United States is exacerbated by a glaring deficiency in the professional training provided for persons who choose to become teachers. This article describes a typical pattern followed in American colleges and universities in the preparation of mathematics teachers, suggests reasons for the inadequacy of this pattern, and proposes a solution to the problem. While we are aware that some of the shortcomings are peculiar to American teacher training programs, we suspect that at least some of the ills we bring to light may be present in the teacher education programs of other countries as well. Thus, even though the article addresses an American problem, it is our intent to provoke discussion among mathematics teacher educators in several countries in the hope that an exchange of ideas will lead to improved programs whereever there is concern regarding existing practices.