Abstract
As the nation's educators attempt to prepare children who can be productive adults in a quantitative, technological, and global society, much emphasis is placed on children's learning and success in mathematics. In turn, the mathematics subject matter knowledge of the teachers who facilitate learning experiences for children is an important component of the research and practice agenda in mathematics education. This article focuses on the prospective elementary teachers' mathematics subject matter knowledge in relation to the real number system. The results from an open-ended assessment completed by 93 prospective elementary teachers indicated that the participants' understanding of the real number system (specifically integers, natural (counting) numbers, rational numbers, and whole numbers) was deficient. Based on this finding the author challenges teacher educators to focus on the mathematics preparation and meaningful mathematics experiences of prospective elementary teachers
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