In evaluating the two-course sequence in mathematics for prospective elementary teachers at the University of Texas in Austin, a study was included to determine whether there was a significant gain in knowledge of selected recommended mathematical content by students completing the course. A 46-item multiple choice test was developed and used as a pretest and posttest; items covered sets, numbers and numeration, number systems, number theory, and a miscellaneous category. Data were collected from 285 students in the first course of the sequence and 130 students in the second course. Results showed that the second course group exhibited statistically significant gains on the total test score and on each of the subscales. A total gain of about 1 1/2 standard deviations was shown for the two courses as a whole. (Not available due to marginal legibility of original document.) (DT)