在过去数十年，社会起着不少变化，而普及教育之推行正是要作相应的配合．於此新时期，我们应由教懂学生一辈子工作所需的知识技能转向为学生提供终生学习的巩固基础．数学教育之目的亦应重整，它的侧重点应由技巧转向能力、由事实转向概念、由知识的灌输转向数学之欣赏．如此种种，单靠教学范围的增删不足以达成．我们需要一类教师，无以名之，名为“学养教师”．数学教师教育亦应变革以迎合转变时期的新挑战．它应由传授教学理论转而培养教师成为思索者、探究者及课程设计者．教师反思亦甚重要．近数年，香港中文大学所推行的“教师自觉与反思教学计划”获至甚佳之效果，淤本文之末亦稍作介绍． In the past few decades, there have been a lot of changes in society, and the promotion of universal education is precisely the corresponding cooperation. In this new era, we should shift from teaching and learning the knowledge and skills students need to work for a lifetime to providing students with a solid foundation for lifelong learning. The purpose of mathematics education should also be reformed. Its focus should shift from skill to ability, from fact to concept, and from knowledge transfer to math appreciation. As such species, the addition or deletion of teaching scope alone is not sufficient to achieve. We need a class of teachers who have no name and are called “learning teachers.” Mathematics teacher education should also be changed to meet the new challenges in the transition period. It should be changed from teaching theory to training teachers to be thinkers, inquirers and course designers. Teacher reflection is also very important. In recent years, the “Teacher Conscious and Reflective Teaching Program” implemented by the Chinese University of Hong Kong has achieved very good results.