id: 06312015
dt: j
an: 2014d.00390
au: Thanheiser, Eva; Browning, Christine; Edson, Alden J.; Lo, Jane-Jane;
Whitacre, Ian; Olanoff, Dana; Morton, Crystal
ti: Prospective elementary mathematics teacher content knowledge: what do we
know, what do we not know, and where do we go?
so: Math. Enthus. 11, No. 2, 433-448 (2014).
py: 2014
pu: Information Age Publishing (IAP), Charlotte, NC; University of Montana,
Department of Mathematical Sciences, Missoula, MT
la: EN
cc: D39 B50
ut: subject content knowledge; preservice teacher education; primary education;
research; state of the art; bibliographies; integers; arithmetic
operations; fractions; decimal numbers; elementary geometry;
measurement; propaedeutics; elementary algebra; functions; teacher
characteristics
ci:
li: http://www.math.umt.edu/tmme/vol11no2/8_TMEvol11no2_Thanheiseretal_pp.433_448.pdf
ab: Summary: In this special issue, the authors reviewed 112 research studies
from 1978 to 2012 on prospective elementary teachers’ content
knowledge in five content areas: whole numbers and operations,
fractions, decimals, geometry and measurement, and algebra. Looking
across these studies, this final paper identifies the trends and common
themes in terms of the counts and types of studies and commonalities
among findings. Analyses of the counts show that the number of articles
published each year focusing on prospective teacher (PT) content
knowledge is increasing. Most articles across the content areas show
that PTs tend to rely on procedures rather than concepts. However, the
focus of most articles is identifying PTs’ misconceptions rather than
understanding PTs’ conceptions and the development thereof. Both the
limitations of the reviews and the directions for future research
studies are elaborated.
rv: