Chapter One: Introduction

Abstract

In a research report prepared for the U.S. Department of Education Wilson, Floden and Ferrini-Mundy (2001) reported that research shows a positive connection between teachers’ preparation in their subject matter and their performance and impact in the classroom, and found “current results of subject matter preparation are disappointing” (p.35). Darken (2007) also pointed out that “the weak mathematical preparation of many elementary and middle school (K-8) teachers is one of the most serious problems afflicting American education” (p.20).