This book is an edited volume addressing specific issues of significance for individuals
involved with the undergraduate mathematics content preparation of prospective
elementary teachers (PSTs). Teaching mathematics content courses to this group of
students presents unique challenges. While some PSTs enter their teacher preparation with weak mathematical skills
and knowledge, many also hold negative attitudes, anxiety, and misguided beliefs about mathematics. This book is
designed 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 it
effectively. Providing them with the needed preparation is difficult, but can be eased with a solid understanding of the
mathematical concerns and limitations PSTs bring to the learning of mathematics and a familiarity with the standards
and curricula topics PSTs will be expected to teach. Chapter One makes the argument that elementary mathematics is
not trivial. This is followed by an analysis of four central issues related to the mathematical preparation of elementary
teachers, specifically: (1) selecting/creating/modifying and implementing
mathematical tasks (2) noticing/understanding children’s ways of thinking as a
foundation for learning mathematics, (3) developing mathematical habits of mind
in PSTs, and (4) understanding the role affect plays in the mathematical learning of
PSTs. The final chapter presents three international examples of programs that
currently consider these factors in the implementation of their courses.