Making university mathematics matter for secondary teacher preparation

Abstract Internationally, questions about the perceived utility of university mathematics for teaching school pose an ongoing challenge secondary teacher education. This special issue is dedicated to exploring this topic and related issues in preparation teachers—by which we mean teachers students with ages, approximately, 12–18 years. article introduces theme provides a semi-systematic survey recent literature, use elaborate situate important theoretical distinctions around problems, challenges, solutions relation As part issue, have gathered articles from different countries that empirical approaches, which, collectively, describe ways strengthen respect aims paper serves lay out groundwork collection issue.