Chapter 1: Questions Facing Mathematics Teacher Education: An Introduction to the Volume

This volume highlights international perspectives on the education of mathematics teachers, focusing primarily on preservice preparation. Research suggests that teachers have an enormous influence on how mathematics is taught, and thus, how students learn (Krainer et al., 2015; Lerman, 2001). Mathematics is seen by many as an essential competency, and internationally, there is a great deal of effort to provide mathematics education that is accessible to all (Adler et al., 2005). This increasing demand for mathematics competency calls for a similar increasing demand for mathematics teacher competency (Adler et al., 2005). International comparisons of student achievement in mathematics, such as the Trends in Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA), prompt comparisons of the different ways that students are taught and the ways that countries prepare mathematics teachers to teach.