Abstract
This article considers the analyses and recommendations presented in Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008), especially the chapters addressing teachers and teacher education (chap. 6) and instructional practices (chap. 7). The authors highlight critical recommendations; identify potential gaps in the specification of topics and review of research; and suggest ways to develop a coherent, systematic strategy to enact recommendations that will improve the quality of the teaching force and mathematics instruction. They organize their comments about the Panel’s findings and recommendations around two broad questions: What issues are (and are not) part of the conversation? and What evidence informs (and does not inform) the conversation?
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