Mathematics Teacher Preparation Standards in a Research-Based Mathematics Course for Prospective Secondary Mathematics Teachers: Exploring Student Experiences and Curriculum Writers' Perspectives

Recommendations for preparing teachers of mathematics have been published by multiple professional organizations in the United States; however, there is limited research on whether student course perceptions affirm the instructor-identified alignment of mathematics content courses for prospective secondary mathematics teachers (PSMTs) to these recommendations. We investigate the alignment of research-based tasks and explorations used in a content course for PSMTs to the Association of Mathematics Teacher Educators Standards for the Preparation of Teachers of Mathematics and recommendations in the Mathematical Education of Teachers II. Analyzing end-of-course interviews with 11 students enrolled in this course, we employ thematic analysis to identify themes in student perceptions that reflect central ideas in these documents. Four aspects of the course arose that likely support these themes and related standards and recommendations. This study generates other questions about the extent to which mathematics content courses focusing on research-based knowledge and practices for PSMTs should naturally elicit solid links to these standards.