Abstract: This study investigated preservice teachers’ content knowledge involving fractions operations and their beliefs about problem-solving. Preservice teachers took a semester of instruction on problem-solving that emphasized the use of multiple representations and solutions, communication of mathematical ideas, and working collaboratively. Common misconceptions were discussed and preservice teachers’ beliefs about teaching mathematics were presented. Findings support initiatives to improve preservice teachers’ content knowledge and beliefs in teaching and learning with understanding.

Key words: Fraction operations; Elementary Preservice teachers; Problem-solving, Beliefs; Teaching for understanding