Despite compelling arguments for the importance of revisiting school mathematics in pre-service mathematics teacher education, there is little indication of how such revisiting might be done, particularly at secondary level. We argue that revisiting provides three key opportunities for learning: (1) additional time on the mathematics that pre-service teachers will teach in schools; (2) attention to mathematical practices and (3) opportunity to learn about seminal constructs and findings from the mathematics education research literature. We illustrate these with three revisiting tasks and their enactment in a course where opportunities for revisiting were deliberately offered. We also discuss challenges that arise as teacher educators intentionally design opportunities for revisiting school mathematics.

尽管有很多论点要求重新审查学校数学在职前数学教师教育中的重要性，但几乎没有迹象表明如何进行这样的重新审查，特别是在中学阶段。我们认为，重访提供了三个主要的学习机会：（1）职前教师在学校教数学的额外时间；（2）重视数学实践，以及（3）有机会从数学教育研究文献中了解开创性结构和发现。我们在故意提供重访机会的课程中通过三个重访任务及其制定来说明这些问题。我们还将讨论由于教师教育者有意设计重访学校数学的机会而引起的挑战。