Suggest that the research conducted by universities include the development and execution of peer-reviewed studies that focus on (1) ways to improve teacher education, (2) the art of teaching, and (3) how people of different ages learn.

Work for adequate funding for ongoing professional development.

Provide teachers with significant professional development opportunities to improve their teaching through in-depth study in the context of inquiry groups and summer institutes.

Establish induction programs to ensure that new teachers receive the support they need to be effective.

Establish programs and policies that develop teacher leaders who facilitate the continuous learning of their colleagues.

Ensure that teachers and other school staff have electronic and other forms of access to the ever-expanding knowledge base about teaching.

Work to develop career-long incentives and rewards for effective teachers that encourage them to remain in teaching and to continually upgrade their skills.

Encourage students to consider teaching as a profession.

Ensure that the courses offered by two- and four-year colleges and universities provide teachers and prospective teachers with strong exposure to appropriate content and model the kinds of pedagogical approaches appropriate for teaching that content.

Review certification requirements to ensure sufficient and appropriate coursework in mathematics, particularly courses that focus on teaching and understanding the fundamental ideas of school mathematics.

Foster greater collaboration among mathematicians, mathematics education faculty, and K–12 classroom teachers when designing and implementing programs for prospective teachers.

Advocate the use of mathematics specialists for all mathematics instruction in grade 5 and beyond.