Considered are concepts and skills appropriate for basic teacher preparation, and those that should be reserved for more advanced, specialized preparation. The cyclical continuum of teacher education and models of teacher development are discussed. (MNS)

Discusses three purposes of mathematics clinics, indicating that the resultant organizational structure of a particular clinic and the underlying values are intimately related to the identified purposes and that the precise character of a clinic is based on the relative emphasis ascribed to the different purposes. (JN)

The paper encourages the establishment of university-based clinics for the diagnosis and remediation of children's learning problems in mathematics and describes the operation of such a clinic at Arizona State University. Mathematics clinics are seen to serve two purposes: helping individual children overcome their special mathematics learning…

Diagnostic/prescriptive mathematics was examined to ask whether a sufficient body of professional knowledge and practices exist to warrant its inclusion in teacher preparation. Argues that diagnostic/prescriptive mathematics does constitute an appropriate topic for consideration as content in revised teacher preparation programs. (PK)