Connecting Research to Teaching: Making the Transition: Tensions in Becoming a (Better) Mathematics Teacher

Becoming a better mathematics teacher, particularly during a time of reform, is not an easy task. A variety of information must be learned—a wide range of mathematical content, pedagogical theory and techniques, behaviors of a teacher—and even more must be balanced—administrative and instructional tasks, teaching for procedural and conceptual understanding, and making time for school and family. Although it is impossible to make a definitive statement regarding what is necessary and sufficient for teachers to learn or how to strike the right balance, it is important to view development as an ongoing process throughout a teacher’s