Examining mathematics teacher content knowledge: Policy and practice

Abstract

This study examines mathematics teacher content knowledge in terms of state and national policymaker recommendations, college coursework and the Mathematics Texas Examination of Educator Standards (TExES) score. Results indicate differences between state and national policy recommendations and college degrees in mathematics. A statistically significant negative relationship between college coursework and the test domains was found for Algebra (p = -.456), Geometry (p = -.442), Probability and Statistics (p = -.421), and Discrete Mathematics (p = -.674). Although teacher candidates completed many mathematics courses, the fail rate for the Mathematics TExES was a quarter of teachers. Policymakers are asked to consider the validity for contents test which align poorly with college degrees in mathematics.