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The purpose of this review was to examine the 25-year period of research on elementary prospective teachers (EPTs) in mathematics content courses since publication of the "Curriculum and Evaluation Standards for School Mathematics" (NCTM, 1989). Analysis included an extensive electronic search and a manual search of 11 well-respected journals. Twenty-four studies met the inclusion criteria. Nineteen of the 24 studies occurred in the context of a reform pedagogy. Results showed positive changes in EPTs' affect were possible, but these shifts were sometimes difficult to come by and encountered resistance from the EPTs. Some studies showed an increase in EPTs' content knowledge, while others did not achieve the desired effects. Results show further study of EPTs' content knowledge is warranted. Implications for course learning experiences and suggestions for future research are offered. [For the complete proceedings, see ED583608.]

This mixed methods study explored elementary teachers' (n = 73) experiences with and perspectives on the newly implemented CCSS-Mathematics at a high-needs, urban Professional Development School in a state where roll-out of the standards has been fraught with opposition. Analysis of the survey, questionnaire, and interview data reveals the findings cluster around: familiarity with and preparation to use the standards; implementation of the standards, including incorporation and teacher change; and tensions associated with enactment of the standards. Notably, the teachers believed in the merit of the standards but were constrained by their inadequate content knowledge, limited aligned curricular resources, lack of student readiness, and a perceived mismatch with ELLs. The results illuminate the professional needs of teachers during this critical time of transition and also add to the scant research in this area. [For the complete proceedings, see ED583989.]

An abstract of the article "Research on Affect of Preservice Elementary Teachers in University Mathematics Content Courses: 1990-2012" by Lynn C. Hart and colleagues is presented.