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Developing Mathematical Content Knowledge for Teaching Elementary School Mathematics
Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal
  • Eva Thanheiser, Portland State University
  • Christine A. Browning, Western Michigan University
  • Meg Moss, University of North Carolina at Asheville
  • Tad Watanabe, Kennesaw State University
  • Gina Garza-Kling, Western Michigan University
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In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other types of knowledge. The authors share results of individual research projects and teaching approaches focusing on helping preservice elementary teachers develop such knowledge. Specific examples from different content areas (whole number, fractions, angle, and area) are discussed.

Citation Information
Thanheiser, E., Browning, C. A., Moss, M., Watanabe, T., & Garza-Kling, G. (2010). Developing mathematical content knowledge for teaching elementary school mathematics. IUMPST: The Journal. Vol 1 (Content Knowledge).