PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Preservice Elementary Teachers’ Understanding of Number Theory: Connecting Content Knowledge to PCK
Page: 950
Many preservice elementary teachers have a limited understanding of the mathematics that they will teach, including many topics in number theory (e.g., Zazkis & Liljedahl, 2004), which suggests that they may not be prepared to teach mathematics for understanding. The research also suggests that pedagogical content knowledge (PCK) is important for teaching (e.g., Ball, Thames, & Phelps, 2008; Shulman, 1986), but little is known about preservice elementary teachers’ PCK in number theory.