Abstract
There has been much debate in recent years as to the amount and type of mathematical knowledge that teachers need to acquire. One set of recommendations is provided by the Mathematical Education of Teachers (MET) report, produced jointly by the American Mathematical Society and the Mathematical Association of America. This paper reports on efforts at the University of Wisconsin-Milwaukee to implement the MET report recommendations for pre-service elementary and middle grades teachers, in the contexts of teacher education programmes and the teacher licensing structure of the state of Wisconsin. Data is also presented on the results of teaching the resulting courses to in-service teachers.
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