An effective mathematics teacher preparation program provides candidates with opportunities to learn mathematics and statistics that are purposefully focused on essential big ideas across content and processes that foster a coherent understanding of mathematics for teaching. |
P.2.1. Attend to Mathematics Content Relevant to Teaching |

Effective programs preparing teachers of mathematics at the early childhood level include at least one and preferably more mathematics content courses or other high-quality equivalent professional-learning experiences focused on key mathematics concepts, skills, and processes important to the early grades. Such experiences provide opportunities for teacher candidates to develop in-depth understanding of the surprisingly complex ideas that form the foundation of all later mathematics.

- AMTE Standards for Preparing Teachers of Mathematics
- Preliminaries
- Chapter 1. Introduction
- Chapter 2: Candidate Knowledge, Skills, and Dispositions
- What Should Well-Prepared Beginning Teachers of Mathematics Know and Be Able to Do, and What Dispositions Should They Develop?
- Standard C.1: Knowledge of Mathematics for Teaching
- Indicator C.1.1. Know Relevant Mathematical Content
- Indicator C.1.2. Demonstrate Mathematical Practices and Processes
- Indicator C.1.3. Exhibit Productive Mathematical Dispositions
- Indicator C.1.4. Analyze the Mathematical Content of Curriculum
- Indicator C.1.5. Analyze Mathematical Thinking
- Indicator C.1.6. Use Mathematical Tools and Technology

- Standard C.2: Pedagogical Knowledge and Practices for Teaching Mathematics
- Standard C.3. Students as Learners of Mathematics
- Standard C.4. Social Contexts of Mathematics Teaching and Learning
- Indicator C.4.1. Provide Access and Advancement
- Indicator C.4.2. Cultivate Positive Mathematical Identities
- Indicator C.4.3. Draw on Students’ Mathematical Strengths
- Indicator C.4.4. Understand Power and Privilege in the History of Mathematics Education
- Indicator C.4.5. Enact Ethical Practice for Advocacy

- Chapter 3. Program Characteristics to Develop Candidate Knowledge, Skills, and Dispositions
- Standard P.1. Partnerships
- Standard P.2. Opportunities to Learn Mathematics
- Standard P.3. Opportunities to Learn to Teach Mathematics
- Indicator P.3.1. Address Deep and Meaningful Mathematics Content Knowledge
- Indicator P.3.2. Provide Foundations of Knowledge About Students as Mathematics Learners
- Indicator P.3.3. Address the Social Contexts of Teaching and Learning
- Indicator P.3.4. Incorporate Practice-Based Experiences
- Indicator P.3.5. Provide Effective Mathematics Methods Instructors

- Standard P.4. Opportunities to Learn in Clinical Settings
- Standard P.5. Recruitment and Retention of Teacher Candidates

- Chapter 4. Elaborations of the Standards for the Preparation of Early Childhood Teachers of Mathematics
- Standard C.1. Mathematics Concepts, Practices, and Curriculum
- Standard C.2. Pedagogical Knowledge and Practices for Teaching Mathematics
- Standard C.3. Students as Learners of Mathematics
- Standard C.4. Social Contexts of Mathematics Teaching and Learning
- Standard P.1. Partnerships
- Standard P.2. Opportunities to Learn Mathematics
- Standard P.3. Opportunities to Learn to Teach Mathematics
- Standard P.4. Opportunities to Learn in Clinical Settings
- Standard P.5. Recruitment and Retention of Teacher Candidates

- Chapter 5. Elaborations of the Standards for the Preparation of Upper Elementary Grades Teachers of Mathematics
- Standard C.1. Mathematics Concepts, Practices, and Curriculum
- Standard C.2. Pedagogical Knowledge and Practices for Teaching Mathematics
- Standard C.3. Students as Learners of Mathematics
- Standard C.4. Social Contexts of Mathematics Teaching and Learning
- Standard P.1. Partnerships
- Standard P.2. Opportunities to Learn Mathematics
- Standard P.3. Opportunities to Learn to Teach Mathematics
- Standard P.4. Opportunities to Learn in Clinical Settings
- Standard P.5. Recruitment and Retention of Teacher Candidates

- Chapter 6. Elaborations of the Standards for the Preparation of Middle Level Teachers of Mathematics
- Standard C.1. Mathematics Concepts, Practices, and Curriculum
- Standard C.2. Pedagogical Knowledge and Practices for Teaching Mathematics
- Standard C.3. Students as Learners of Mathematics
- Standard C.4. Social Contexts of Mathematics Teaching and Learning
- Standard P.1. Partnerships
- Standard P.2. Opportunities to Learn Mathematics
- Standard P.3. Opportunities to Learn to Teach Mathematics
- Standard P.4. Opportunities to Learn in Clinical Settings
- Standard P.5. Recruitment and Retention of Teacher Candidates

- Chapter 7. Elaborations of the Standards for the Preparation of High School Teachers of Mathematics
- Standard C.1. Mathematics Concepts, Practices, and Curriculum
- Standard C.2. Pedagogical Knowledge and Practices for Teaching Mathematics
- Standard C.3. Students as Learners of Mathematics
- Standard C.4. Social Contexts of Mathematics Teaching and Learning
- Standard P.1. Partnerships
- Standard P.2. Opportunities to Learn Mathematics
- Standard P.3. Opportunities to Learn to Teach Mathematics
- Standard P.4. Opportunities to Learn in Clinical Settings
- Standard P.5. Recruitment and Retention of Teacher Candidates
- Potential Pathways for Preparing High School Mathematics Teachers

- Chapter 8. Assessing Mathematics Teacher Preparation
- Chapter 9. Enacting Effective Preparation of Teachers of Mathematics
- References