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Article
Prospective Elementary Mathematics Teacher Content Knowledge: What Do We Know, What Do We Not Know, and Where Do We Go?
The Mathematics Enthusiast
  • Eva Thanheiser, Portland State University
  • Christine Browning, Western Michigan University
  • Alden Edson, Western Michigan University
  • Jane-Jane Lo, Western Michigan University
  • Ian Whitacre, Florida State University
  • Dana Olanoff, Widener University
  • Crystal Morton, Indiana University - Purdue University Indianapolis
Document Type
Article
Publication Date
8-1-2014
Subjects
  • Mathematics -- Study and teaching (Elementary),
  • Effective teaching,
  • Mathematical ability,
  • Mathematics teachers--Training of
Abstract

The authors reviewed 112 research studies from 1978 to 2012 on prospective elementary teachers' content knowledge in five content areas: whole numbers and operations, fractions, decimals, geometry and measurement, and algebra. Looking across these studies, this final paper identifies the trends and common themes in terms of the counts and types of studies and commonalities among findings. Analyses of the counts show that the number of articles published each year focusing on prospective teacher (PT) content knowledge is increasing. Most articles across the content areas show that PTs tend to rely on procedures rather than concepts. However, the focus of most articles is identifying PTs' misconceptions rather than understanding PTs' conceptions and the development thereof. Both the limitations of the reviews and the directions for future research studies are elaborated.

Description

Copyright 2014 The Authors & Department of Mathematical Sciences, University of Montana.

The Mathematics Enthusiast is an Open Access publication, reproduced here with author permission.

Persistent Identifier
http://archives.pdx.edu/ds/psu/12087
Citation Information
Eva Thanheiser, Christine Browning, Alden J. Edson, Jane-Jane Lo, Ian Whitcare, Dana Olanoff, and Crystal Morton. "Prospective Elementary Mathematics Teacher Content Knowledge: What Do We Know, What Do We Not Know, and Where Do We Go? The Mathematics Enthusiast, 2014 11(2) 433–448