The mathematical content knowledge of elementary school pre-service teachers

Abstract

This research aims to illustrate mathematical content knowledge in elementary school, specifically in the topic of negative integers. The mastery of content knowledge as one of the aspects of subject matter knowledge that elementary school pre-service teachers must have. This ability includes the mastery of mathematical knowledge possessed by pre-service teachers and how they organized knowledge into a design of teaching materials. The research method used is qualitative research with case study techniques, with the subject of research being pre-service teachers for elementary school. Based on the results of the study, pre-service teachers' mathematical content knowledge is translated into two aspects, namely common content knowledge or minimal ability in terms of the concept of negative integers, and specialized content knowledge or mathematical knowledge used to teach mathematics. The two sub-abilities are already possessed by elementary school pre-service teachers, although this still needs to be improved.