The Mathematics Education of Teachers Report seeks to inform mathematics faculty about issues that will help them better educate future teachers in mathematics, and surveys the best thinking about the mathematical content, pedagogy, and related components of the mathematical education of teachers. The major premises of the report are that the most important undergraduate students that any mathematics faculty member teaches are prospective teachers and that these prospective teachers must learn deeply the mathematics they will teach in order to teach it well. The report is currently in draft form for comment. This symposium is an opportunity for mathematics teacher educators to seriously consider the recommendations of the CBMS report and to provide comment on a document that has the potential to reach the broader mathematical community.

This presentation will examine three problems central to improving how we prepare teachers who not only know mathematics but can make use of it to help all students learn. One problem concerns the identifying the mathematical knowledge that matters for teaching, a second regards understanding how such knowledge needs to be held, and, a third centers on what it takes to learn to use such knowledge in practice.

Conference participants will have an opportunity to review books, videotapes, and other instructional and professional development resources.

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