Assessing Mathematical Knowledge for the Profession of Upper Secondary Mathematics Teaching

In this paper, we first outline well-established institutional as well as scholarly answers to the question about the mathematical knowledge that is required for the profession of teaching mathematics at the upper secondary level: what it is, how it can be developed, and especially how it can be assessed. We then present the idea of short sequences of questions as a model that could be used for the development and assessment purposes to conclude a classical teacher education programme in which most mathematics is learned in standard undergraduate mathematics courses.