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The profound implications of teachers’ mathematical knowledge for the quality of the learning opportunities that teachers can offer to their students (e.g., [2]) justifies, at least in part, the growing research focus on teachers’ mathematical knowledge. This research has given rise to the notion of Mathematics for Teaching (MfT) [3], [4], which describes the body of mathematics that is important for teachers to know in order to be able to successfully manage the mathematical demands of their professional practice, i.e., teaching mathematics to children. This is contrasted, for example, with the mathematics that is important for other professionals such as engineers and physicists

Viewing &quot;Mathematics for Teaching&quot; as a Form of Applied Mathematics: Implications for the Mathematical Preparation of Teachers

Viewing "Mathematics for Teaching" as a Form of Applied Mathematics: Implications for the Mathematical Preparation of Teachers