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

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.