ABSTRACT
Within the mathematical environments of the young child, perhaps the most important contributing person is the child’s teacher. If we wish to influence the mathematical environments of children, we must carefully consider the roles that the teacher can play in facilitating the child’s construction of mathematical knowledge. That is, we who seek to prepare effective teachers must ponder how we might influence teachers in ways that allow them to engage in constructive mathematical approaches with their students. In this chapter I address the general question posed by the International Panel: What could mathematical teacher education be like for prospective teachers of mathematics in early childhood?
