There is a shift of emphasis in how ITT courses are organised. With an increasing role for school-based training and a shift of resources to the schools, many universities and colleges are facing uncertainty. However in reading the articles in this collection, we soon became aware that little of this current discontinuity seemed to impinge on their relevance. The writers were concerned with mathematics, the teaching of mathematics and the learning of mathematics in a way that made contemporary organisational matters irrelevant to our collection. Perhaps this was implicit in writing for ATM or perhaps our selection was influenced by our involvement with the Association. This book will be of interest to anyone just starting out on their teaching career as well as to experienced teachers of mathematics.
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