Their work in supporting appropriate professional development programs, promoting collegiality, and recognizing the role of teachers as responsible professionals does much to enhance quality programs and instruction in mathematics education. Schools should allocate a fixed percent of their budgets for faculty development activities. The unique challenges facing teachers of mathematics are best addressed when they are provided with opportunities to engage in ongoing, subject-specific, professional development programs. Their concerns and interests are met when teachers play a major role in identifying and assessing their own needs. Planning and developing continuing education programs should take place within individual schools and school districts and should highlight teacher involvement both in program development and program implementation.
Professional programs require the commitment of resources, equipment, time, and funding.
For example, the ready availability of technology in the workplace and the implications of that resource for use in mathematics teaching and learning underscore the critical need for including this equipment as instructional and learning tools. As a part of professional development, principals should allocate time for teachers to build collegial links with other faculty. Teachers need these opportunities to share ideas, plan interdisciplinary lessons, and explore instructional strategies. Returning to the university to pursue graduate programs in mathematics education allows teachers to deepen their knowledge and skills in mathematics and in mathematical pedagogy. Schools that are supportive of such activities for teachers will benefit from a teaching staff that continues to learn and to improve the mathematics program and students' successes in mathematics.