So, what does it take to improve the mathemat
-
ics program at an elementary school, and should
mathematicians be involved in such efforts? Not
all will agree on what constitutes an improve
-
ment. We have only to look at current efforts at
reform in undergraduate mathematics programs
to see an appropriate parallel. However, we be
-
lieve that real improvement depends on a school
faculty’s ability and opportunities to develop a
broad, cohesive vision for their school math
-
ematics goals, one that is based on increased un
-
derstanding of both mathematics content and
pedagogy. The extended conversation about
mathematics and teaching that was a central
component of the EMTTP project provided one
such opportunity. Mathematicians have both a
lot to offer and a lot to gain from this kind of
exchange