Preservice elementary teachers' views of pedagogical and mathematical content knowledge

Donna H. Foss, Robert C. Kleinsasser

Research output: Contribution to journalArticlepeer-review

89 Scopus citations


In broad terms, this study describes preservice elementary teachers' beliefs, conceptions, and practices during the mathematics methods course and teaching practica of a teacher education program. In particular, the study employs qualitative data to investigate preservice teachers' views of mathematical and pedagogical content knowledge. The study reveals symbiotic relationships between their views of content knowledge and their instructional actions which remain problematic. With unwavering beliefs and practices, and without reconceptualizing their roles as future elementary teachers, at the end of the semester the preservice teachers emerge as poor duplicators of mathematics methods instead of initiators of learning.

Original languageEnglish (US)
Pages (from-to)429-442
Number of pages14
JournalTeaching and Teacher Education
Issue number4
StatePublished - Jul 1996
Externally publishedYes

ASJC Scopus subject areas

  • Education


Dive into the research topics of 'Preservice elementary teachers' views of pedagogical and mathematical content knowledge'. Together they form a unique fingerprint.

Cite this