¥**The number of
ÒspecialÓ 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.**