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mathematics content
The program consisted of two mathematics content courses, based on the history of mathematics, and a methods course.
      
This paper explores the wide range of mathematics content and processes that arise in the secondary classroom via the use of unusual counting problems.
      
In this paper we describethe culture of a mathematics content course forprospective elementary teachers that isdesigned to provide participants with authenticmathematical experiences and to fosterautonomous mathematical behaviors.
      
We describe an urban school initiative aimed at teachers' professional development with the goal of increasing their mathematics content knowledge and helping them improve their practice.
      
Findings indicate that the preservice teacher valued classroom roles in which students, rather than the teacher, explained traditional mathematics content.
      
We also tested the relationship between mathematics content knowledge and problem length on the preservice teachers' evaluations.
      
Those with strong mathematics content knowledge, as measured by a standardized test, were able to sort the problems more accurately than those with weaker content knowledge.
      
Implications for preservice professional development include an increased emphasis on mathematics content knowledge as well as expert modeling of the identification of deep conceptual principles at the heart of the mathematics curriculum.
      
A coding system was developed based on five criteria: elaboration, mathematics content, student learning, critical approach, and alternative strategies.
      
Degree subjects with substantial mathematics content or joint mathematics degrees are also acceptable.
      
This principle is being tested as we try to accommodate our new elementary education program, which requires 9 hours of mathematics content classes.
      
The changes in mathematics content and in the way mathematics is taught must be reflected through accompanying changes in assessment.
      
 

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