Pre-service Teachers’ Mathematics-Content and Mathematics-Specific Pedagogical Preparation

Abstract

This chapter considers the opportunities for growth and integration of mathematical content- and mathematics-specific pedagogical content knowledge in pre-service elementary school teachers. Throughout an analysis of four contributions we present similarities and differences in the theoretical and methodological approaches which refer to prevalent knowledge concepts like content knowledge, mathematics-specific pedagogical content knowledge, technological pedagogical content knowledge, mathematical knowledge for teaching, and the Knowledge Quartet.