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ERIC Number: EJ1025589
Record Type: Journal
Publication Date: 2013-Sep-26
Pages: 34
Abstractor: As Provided
Reference Count: 68
ISSN: ISSN-1473-0111
Building a Knowledge Base: Understanding Prospective Elementary Teachers' Mathematical Content Knowledge
Thanheiser, Eva; Browning, Christine; Edson, Alden J.; Kastberg, Signe; Lo, Jane-Jane
International Journal for Mathematics Teaching and Learning, Sep 2013
This survey of the literature summarizes and reflects on research findings regarding elementary preservice teachers' (PSTs') mathematics conceptions and the development thereof. Despite the current focus on teacher education, peer-reviewed journals offer a surprisingly sparse insight in these areas. The limited research that exists chiefly presents views of PSTs' reasoning at singular points during a term, thus focusing on conceptions almost to the exclusion of their development. We summarize the current findings, which are a beginning of a collective understanding of PSTs' mathematical content knowledge. We believe much more work is needed to understand how PSTs can best develop their content knowledge. This is a call to the community to produce such peer-reviewed research. [Contributions to this article were provided by: Krista Strand, Fatma Aslan-Tutak, Cyndi Edgington, Crystal Hill, Patrick M. Kimani, Briana Mills, Dana E. Olanoff, George Roy, and Jennifer Tobias.]
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A