ABSTRACT
There is much ado in the present literature about reform in mathematics education. Reform necessitates change, that is, doing things differently. For many teachers, changing their teaching of mathematics is problematic and fraught with difficulties. Change of the sort suggested by the National Council of Teachers of Mathematics (see, for example, NCTM, 1989, 1991, 1995) and the Mathematical Association of America (see, for example, MAA, 1991) involves fundamental shifts in reconceptualizing both mathematical activity and the role of the mathematics teacher. For example, fundamental to the recent calls for reform is the notion that mathematics is a human endeavor in which the ability to reason, communicate, and solve problems is of paramount importance. In some sense, teacher education is about enabling preservice and in-service teachers to move toward this vision of mathematics so they can better enable their students to engage the complexities and technologies of the 21st century.
