The Academic and Professional Training of Teachers of Mathematics

Abstract

The investigations have been concerned with mathematics programs from the kindergarten through the graduate school. A first goal of many studies has been the production of sample course materials; the implications for and effect on teacher education are far-reaching. The academic and professional training of teachers must take into account the changing mathematics curriculum. All the groups preparing and trying out new materials have recognized the related teacher-education problems, and almost all have carried on investigations specifically concerned with teacher education. Jones (1960) emphasized implications of research in mathematics for teacher education in a paper before the American Association of Colleges for Teacher Education. Some 20 separate studies in mathematics curriculum were under way during the review period. The School Mathematics Study Group (SMSG) of mathematicians and teachers in all parts of the country, which has an advisory committee appointed by the presidents of the three major national mathematical societies, has offered its co-operation to all independently operating centers of activity and is in a position to take advantage of the good work of the other groups. A major concern of the SMSG is teacher education. Another kind of investigation which has equally far-reaching implications for teacher education is the growing interest of psychologists in learning theory as related to mathematics. This research is best exemplified by the work of Bruner (1960). Research in mathematics and science is often classified as basic or applied. Duncan and Frymier (1960) made this distinction for research in teacher education. This review, more concerned with applied research, reviews studies peculiar to mathematics-teacher education rather than studies which have implications for teacher education generally. Moreover, a greater proportion of the former is clearly applied, particularly the investigations of course content. Research dealing with the way children learn mathematics, since it has important implications for other fields, may come to be classified as basic.