College and university administrators need to take an active role in supporting mathematics and mathematics education faculty by accepting responsibility for-

establishing an adequate reward system, including salary, promotion and tenure, and conditions of work;

so that faculty can and are encouraged to-

spend time in schools working with teachers and students;

collaborate with schools and teachers in the design of preservice and continuing education programs;

offer appropriate graduate courses and programs for experienced teachers of mathematics;

provide leadership in conducting and interpreting mathematics education research, particularly school-based research;

cooperate with precollege educators to articulate the K­16 mathematics programs;

make concerted efforts to recruit and retain teacher candidates of quality and diversity.

The work of colleges and universities is fundamental to successful mathematics teaching and the education of qualified mathematics teachers. Colleges and universities have major responsibilities for not only the preservice and continuing education of teachers, but also for relevant programs that are responsive to today's and tomorrow's educational needs. Faculty should collaborate with other practicing professionals to design preservice and continuing education programs that reflect the issues of reform and change that must be implemented.

Flexible and alternative methods for continuing education and self-improvement must be instituted to support ongoing learning of mathematics and mathematics education. Graduate programs offered in the late afternoon and in the summer make continued study more accessible for teachers. These learning opportunities need to be particularly attentive to the special needs of adult learners-the practicing mathematics professionals.

Colleges and universities must also work with schools to initiate recruitment and retention efforts to attract quality candidates to the field of mathematics teaching. It is of particular concern that efforts be established to attract, support, and retain minorities and persons with physical disabilities in teaching.

Mathematics educators should participate in school mathematics programs in ways that will keep them current with respect to experience and knowledge about the realities of classroom instruction. The supervision of student teachers requires working closely with cooperating teachers and teacher-candidates for significant time periods. During these times, mathematics educators are not only observing the student teacher, they are gaining understandings about all aspects of the school environment. On another level, mathematics education faculty may become classroom teachers in order to gain first-hand experience with teaching in today's classrooms and to have an environment in which to experiment with teaching and learning. This work is recognized as part of the full teaching and research responsibilities that are required by the college or university and usually is welcomed and facilitated by a local school district. Collegiate faculty use such opportunities as a laboratory for teacher candidates with whom they are working. Collegiate faculty both influence and are influenced by their ongoing interaction with K-12 students, with experienced teachers, and with teacher candidates at their college or university. This involvement with schools is necessary to help articulate mathematics programs K-16.

Colleges and universities have a major responsibility to work with and in schools to develop new knowledge to shape practice. Through basic and applied research in the teaching and learning of mathematics both theoretical and practical knowledge to guide mathematics teaching can be developed. Teachers must be recognized as and encouraged to be partners with college and university faculty in planning, conducting, and interpreting research that impacts on mathematics teaching and learning.

Collegiate faculty should be actively involved in the mathematics and mathematics education communities through participation in a variety of professional organizations. This participation would enable them to share their expertise by making professional contributions to publications and conferences.

In order for collegiate faculty to meet this standard, college and university administrators must establish a reward system including salary, promotion, and tenure that supports and encourages faculty to engage with schools in such work. This calls for a change in the current culture of colleges and universities. Thoughtful analytic work in schools must be recognized as a scholarly activity that is very demanding physically and intellectually and that is critically important to society. In many departments of mathematics, a large percent of the majors are preservice teachers. In the current culture of mathematics departments these preservice teachers and those who work with them are treated as second-class citizens. This must change, as must the attitudes society holds toward mathematics.