ABSTRACT
As I said at the beginning of this book, the initial motivation for my study was to explore some possible causes of the unsatisfactory mathematics achievement of U.S. students in contrast to their counterparts in some Asian countries. In concluding, I would like to return to my original concern about the mathematics education of children in the United States. Having considered teachers’ knowledge of school mathematics in depth, I suggest that to improve mathematics education for students, an important action that should be taken is improving the quality of their teachers’ knowledge of school mathematics.
