Abstract
There is currently much ferment in the field of teacher preparation. New programs are being designed, and considerable emphasis is being placed on the use of new media. For example, see references [13] and [6].* The specialization in mathematics of both elementary and secondary mathematics teachers has received a great deal of attention over the past few years, particularly through the work of the Panel on Teacher Education of CUPM [16] and the Cambridge Conference on Teacher Training [12]. The subject-matter preparation of a teacher, however, cannot be entirely disassociated from his professional preparation. It is widely accepted that knowledge of mathematics by a mathematics teacher is but a necessary, not a sufficient, preparation for his job.
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