This report is a resource for those who teach mathematics and
statistics to PreK–12 mathematics teachers, both future teachers and
those who already teach in our nation's schools. The report makes
recommendations for the mathematics that teachers should know and how
they should come to know that mathematics. It urges greater
involvement of mathematicians and statisticians in teacher education
so that the nation's mathematics teachers have the knowledge, skills,
and dispositions needed to provide students with a mathematics
education that ensures high school graduates are college- and
career-ready as envisioned by the Common Core State Standards.
This report draws on the experience and knowledge of the past decade to:
- Update the 2001 Mathematical Education of Teachers report's
recommendations for the mathematical preparation of teachers at all
grade levels: elementary, middle, and high school.
- Address the professional development of teachers of
mathematics.
- Discuss the mathematical knowledge needed by teachers at
different grade levels and by others who teach mathematics such as
elementary mathematics specialists, special education teachers, and
early childhood educators.
Each of the MET II writers is a mathematician, statistician, or
mathematics educator with substantial expertise and experience in
mathematics education. Among them are principal investigators for Math
Science Partnerships as well as past presidents and chairs of the
American Statistical Association, Association of Mathematics Teacher
Educators, Association of State Supervisors of Mathematics, Conference
Board of the Mathematical Sciences, and National Council of Teachers
of Mathematics.
The audience for this report includes all who teach mathematics to
teachers—mathematicians, statisticians, and mathematics
educators—and all who are responsible for the mathematical
education of teachers—department chairs, educational
administrators, and policy-makers at the national, state,
school-district, and collegiate levels.
Readership
Graduate students, research mathematicians, mathematics faculty,
and those interested in the mathematical education of teachers.