| Summary: | Current policy dictates mathematics teacher must have a deep understanding of the subject to teach it. Many states require a major in mathematics as part of the requirements for certification. There is a lack of research regarding how mathematics learned at the tertiary level is utilized in practice. Utilizing Ball, Thames, and Phelps (2008) Domains of Mathematical Knowledge for Teaching for specificity, this interpretative phenomenological analysis (IPA) documents how three
purposefully selected middle school mathematics teachers understood tertiary mathematical knowledge to materialize in practice both directly and pedagogically. Defining "Advanced Mathematical Knowledge" (AMK), as knowledge gained from a major in mathematics, analysis of the data collected through interviews revealed AMK content as not implemented directly due to its advanced nature. Teachers described AMK as categorically different from the mathematics they teach. Teachers' coursework
was heavily weighted in pure content courses with little or no courses to develop pedagogical content knowledge. However, AMK was found to affect teachers' specialized and horizon knowledge. Teachers found the knowledge gained from pedagogical content courses as relevant and useful in practice. Theory regarding Advanced Mathematical Thinking (AMT) was utilized to understand teachers' perceptions. These findings are significant for policy makers, teacher preparation program designers, as
well as current and prospective mathematics teachers. This study advocates for the formal inclusion of AMT theory into teachers' preparation to aid their understanding of it; the study also advocates for more opportunities to formally develop pedagogical content knowledge.
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