Abstract
As mathematics teacher educators, we grapple with determining the depth of mathematical knowledge required of prospective elementary school teachers in our mathematical content courses. We struggle with identifying the mathematics appropriate for these courses as well as making the mathematics relevant for these teachers. If these classes are housed in a department of mathematics, as ours are, this discussion must take into account the expectations of our departmental colleagues. We examined these issues in spring 2001, when we were asked to redesign a mathematics content course for preservice elementary school teachers. In this article, we describe some of our experiences, including our decision to use middle school mathematics curricular materials as the primary textbooks.
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