Title: Learning to Do Mathematics as a Teacher
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Abstract:  Improved mathematics achievement requires changes in the
instructional dynamics in classrooms and in the mathematical education
of teachers.  Unfortunately, while there is broad agreement on the
need for better mathematical preparation of teachers, there is a lack
of clarity about what mathematics teachers need to know.  To address
this problem, we examine actual practice.  One result has been the
identification of a set of mathematical practices that are key to
teaching and learning.  We argue that teaching is highly specialized
mathematical work, and that the mathematical knowledge drawn upon for
teaching is neither elementary mathematics from an advanced
standpoint, nor is it a subdomain of mathematicians' knowledge.  We
will discuss how teachers might develop this knowledge so that they
may deploy it in practice.