Examining Elementary Preservice Teachers' Mathematics Common Content Knowledge and Specialized Content Knowledge Related to Base 10 Concepts

Despite decades of reforms in mathematics preservice education, content and delivery methods remain mostly the same. Consequently, preservice teachers are entering the teaching profession with a lack of common content and specialized content knowledge needed to teach. To address this need, this study examined the characteristics of common content knowledge and specialized content knowledge of preservice teachers related to base 10 concepts. Assessments targeting this topic area were taken from a mathematics methods course that is part of a teacher preparation program at a large research university in the Southwest. Specifically, multiple-choice knowledge assessments, mock video demonstrations, and a videotaped mathematics lessons were used to investigate common content knowledge and specialized content knowledge. In order to accomplish the goals of this study, an explanatory correlational design was utilized. Descriptive statistics indicate preservice teachers excelled in areas where common content knowledge was needed. The multiple-choice knowledge assessment revealed the strongest correlation between specialized content knowledge and common content knowledge. This research study found preservice teachers struggle with specialized content knowledge in mock video demonstrations and videotaped mathematics lessons.

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