(1) What does research suggest should be the goals of preservice education for secondary mathematics teachers?
(2) How does the content of secondary mathematics methods courses connect
with those goals?
(3) How do secondary mathematics methods instructors reflect on the
effectiveness of their own course activities in meeting those goals? (4) How can the
results of this study inform the creation of a secondary mathematics course syllabus? The literature concerned with enhancing pre-service teacher (PT) education indicated three goals: