When it comes to content courses for prospective secondary teachers, mathematics faculty’s intentions conflict with teachers’ experiences: while faculty aim to influence teachers’ future teaching, many teachers find these courses irrelevant to teaching. In this study, we investigate mathematics faculty’s goals for content courses for prospective secondary teachers and how these goals connect to their vision of secondary teaching. This study makes two contributions. First, drawing on data from an interview study (n = 5) of faculty who have taught secondary teachers, we articulate these mathematicians’ rationales with respect to teaching secondary teachers, particularly in capstone courses. Second, we contribute a conceptual framework that supports inferences about connections between content course activities and instructors’ beliefs about secondary teaching. We conclude by suggesting that the dual triad that depicts our framework may support professional development and programmatic design.

当谈到未来中学教师的内容课程时，数学教师的意图与教师的经验相冲突：虽然教师旨在影响教师未来的教学，但许多教师发现这些课程与教学无关。在这项研究中，我们调查了数学教师对未来中学教师内容课程的目标，以及这些目标如何与他们对中学教学的愿景联系起来。这项研究有两个贡献。首先，利用访谈研究的数据（n = 5) 教过中学教师的教师，我们阐述了这些数学家关于教中学教师的基本原理，特别是在顶点课程中。其次，我们贡献了一个概念框架，该框架支持推断内容课程活动与教师对中学教学的信念之间的联系。最后，我们建议描述我们框架的双重三元组可能支持专业发展和程序设计。