Elementary
prospective school teachers (PSTs) often struggle to understand why they need
to relearn the mathematics that they think they already know. In this set of
replication studies, the author addresses this struggle in 3 ways: By
increasing and varying the participant pool; by introducing, validating, and
examining the effect of using a survey instead of interviews; and showing an
interview designed to help PSTs assess their own knowledge accurately correlates
with more sophisticated conceptions at the end of the course. The author posits
that such an interview could be used to help PSTs learn the mathematics that
they need to teach.