This paper summarises and critiques research on the role of mathematics content knowledge in the preparation and teaching practice of elementary (K-8) teachers in the United States. Research conducted over the last 40 years has given us snapshots of teachers ’ knowledge at particular points in time, such as during their preservice methods courses. The paper calls for future research to give us longitudinal “videotapes ” of teachers ’ knowledge and how it is developed and used in a variety of contexts. Every study or subject thus has two aspects: one for the scientist as a scientist; the other for the teacher as teacher. These two aspects are in no sense opposed or conflicting. But neither are they immediately identical. (Dewey, 1990, p. 200) In recent years, policymakers in the United States have focused a great deal of time and attention on teacher preparation. In particular, many policy documents are based on the logical assumption that teachers ’ content knowledge has a significant influence on student learning. For example, the American Council on Education (ACE) recently proclaimed that “A thorough grounding in college-level subject matter and professional competence in professional practice are necessary for good teaching. The data are unequivocal: students learn more mathematics when their teachers report having taken more mathematics ” (ACE, 1999, p. 6). The ACE report presents data that suggest that earning a college degree in mathematics, being certified in mathematics, and being mathematically skillful “all contribute to effective teaching of mathematics ” (p. 6). Many national policy organisations have created documents specifying the content that teachers should know in order to be effective teachers, (e.g., ACE, 1999; Conference Board of the
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