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This book is an edited volume addressing specific issues of significance for individualsinvolved with the undergraduate mathematics content preparation of prospectiveelementary teachers (PSTs). Teaching mathematics content courses to this group ofstudents presents unique challenges. While some PSTs enter their teacher preparation with weak mathematical skillsand knowledge, many also hold negative attitudes, anxiety, and misguided beliefs about mathematics. This book isdesigned to support instructors who teach these students in mathematics content for elementary teachers courses.Elementary teachers need a richly developed understanding of the mathematics they are teaching in order to teach iteffectively. Providing them with the needed preparation is difficult, but can be eased with a solid understanding of themathematical concerns and limitations PSTs bring to the learning of mathematics and a familiarity with the standardsand curricula topics PSTs will be expected to teach. Chapter One makes the argument that elementary mathematics isnot trivial. This is followed by an analysis of four central issues related to the mathematical preparation of elementaryteachers, specifically: (1) selecting/creating/modifying and implementingmathematical tasks (2) noticing/understanding children’s ways of thinking as afoundation for learning mathematics, (3) developing mathematical habits of mindin PSTs, and (4) understanding the role affect plays in the mathematical learning ofPSTs. The final chapter presents three international examples of programs thatcurrently consider these factors in the implementation of their courses.
