The adequate preparation of future teachers of mathematics is critical, requiring sufficient opportunities to develop both pedagogical skill and content knowledge. Yet, despite new recommendations for mathematics teacher preparation, we know little about the landscape of course-based learning opportunities in US elementary teacher education programs. To what extent do US elementary teacher education programs meet the Standards for Preparing Teachers of Mathematics outlined by the Association of Mathematics Teacher Educators (AMTE) for mathematics content and methods courses? Based on an a priori power analysis, we gathered a random sample of 291 higher education institutions. Within these institutions, we analyzed 736 programs, including Bachelor’s, Master’s, and Credential programs. We found that overwhelmingly US elementary teacher education programs do not meet the aspirations outlined in the AMTE standards, with Master’s and Credential programs and those covering all elementary grades particularly falling short. Potential explanations for these challenges and implications for teacher education program design are discussed.

未来数学教师的充分准备至关重要，需要足够的机会来发展教学技能和内容知识。然而，尽管针对数学教师培训提出了新的建议，但我们对美国小学教师教育项目中基于课程的学习机会的情况知之甚少。美国小学教师教育项目在多大程度上符合数学教师培养标准数学教师教育家协会 (AMTE) 概述了数学内容和方法课程？基于先验功效分析，我们随机收集了 291 所高等教育机构的样本。在这些机构中，我们分析了 736 个课程，包括学士、硕士和证书课程。我们发现，绝大多数美国小学教师教育项目都没有达到 AMTE 标准中概述的愿望，其中硕士和证书课程以及涵盖所有小学年级的课程尤其未能达到要求。讨论了这些挑战的潜在解释以及对教师教育计划设计的影响。