Abstract
Abstract A mathematics teacher shortage in UK secondary schools has been a problem for the last 40 years. Prospects for mathematics staffing in the nineties appear gloomy as the pool of potential recruits declines in accordance with demographic trends and also as the competition for graduate mathematicians and scientists increases from the business and industrial world. This paper examines the position in the United States where there have been similar experiences. In the US, however, a range of quite radical solutions has been proposed in an effort to overcome the problem. The feasibility of some of these proposals in relation to the UK system is considered.
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