A huge piece of my identity is invested in being a mathematics teacher.1 This week I began a new and interesting challenge as a university faculty member preparing pre-service elementary and secondary mathematics teachers. This provides me more time to think deeply and openly about the entirety of the mathematics education enterprise, and put some of those ideas into public circulation through speaking and writing opportunities. I am really looking forward to that.
It also means that I am charged with orchestrating the formative experiences with mathematics teaching for about half of my province’s new teachers. That fact is terrifying. I am given just thirteen days in each course with which to shape the impressions, experiences, and ambitions of the future teachers of my province, city, school division, and (quite possibly) my own children. Thirteen days.