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This study provided a springboard for teacher preparation evaluation studies by examining what content and pedagogical content knowledge mathematics pre-service teachers demonstrated in the 4 - 8 mathematics teacher preparation program at an urban research university. Twenty nine pre-service students participated in an assessment called Diagnostic Mathematics Assessments for Middle School Teachers. The study found that pre-service teachers displayed the highest scores for Memorized/Factual Knowledge, followed by Conceptual Understanding, Reasoning/Problem Solving, and Pedagogical Content Knowledge. Pre-service teachers had higher Memorized/Factual Knowledge than Pedagogical Content Knowledge. The pre- service teachers' overall content knowledge was not strong, and the two lowest- performing content knowledge areas were Geometry/Measurement and Probability/Statistics. In conclusion, the picture emerging from this study was of pre-service teachers demonstrating low knowledge of content and pedagogy, thereby placing the program in difficulty of building a pedagogical prowess upon the mathematical content.

Using a Pedagogical Content Knowledge Assessment to Inform a Middle Grades Mathematics Teacher Preparation Program