Abstract
Mathematics teacher educators globally are under increasing regulatory and accountability pressures from governments and their agencies to prepare more and better mathematics teachers who will improve student outcomes. Mathematics teacher educators must also prepare teachers to respond to school mathematics curricula that not only include lists of the specific content knowledge to be taught but also that students can use mathematics in their daily lives, are able to solve mathematical problems, and that equity and social justice are considered. How mathematics is taught is influenced by teachers’ beliefs about mathematics and mathematics teaching and learning. This chapter explores both the beliefs of mathematics teacher educators (mathematicians and mathematics educators) and the competing pressures that they experience and ends with a call for them both (mathematicians and mathematics educators) to engage in discussions with each other and with policy makers and governments so as to “find their voice” (Dinham, 2013, p. 91) and respond to these pressures.