Teachers Content Knowledge, Teacher Education, and their Effects on the Preparation of Elementary Teachers in the United States

Denise Mewborn

Abstract


This paper summarises and critiques research on the role of mathematics content
knowledge in the preparation and teaching practice of elementary (K-8) teachers in
the United States. Research conducted over the last 40 years has given us snapshots
of teachers’ knowledge at particular points in time, such as during their preservice
methods courses. The paper calls for future research to give us longitudinal
“videotapes” of teachers’ knowledge and how it is developed and used in a variety
of contexts.

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