The number of “special” mathematics teachers having both significant
talent and significant interest in mathematics is significantly higher than
is commonly believed.
Helping these teachers is work that mathematicians are uniquely
prepared to do.
The mathematical habits of thought required for excellence in teaching
are similar to those required for excellence in research.
Mathematicians can benefit AS MATHEMATICIANS from engagement
in issues of mathematics education.
Again, take time to read word for word.
These are, I think, the key points we need to make if we hope to have serious involvement of research mathematicians in mathematics education.