This research project investigates the learning competencies prioritized in Numbers and Operations courses designed for preservice elementary teachers across other midwestern universities. The use of learning competencies is to strengthen the preparation for elementary teachers and in this study, we examine how different universities view which pieces are more essential than others. We developed a Qualtrics-implemented questionnaire survey where participants are asked which topics are taught and within the topics, what competencies are prioritized. Our findings reveal that Operations (addition/subtraction, multiplication/division, operation) and Type of Number (decimals, fractions, whole numbers) were listed frequently and discussed further upon. Whereas, Number Theory topics and Proportional Reasoning were barely discussed within the survey. Recognizing these disparities and examining them further, provides an opportunity to narrow in on what competencies are more crucial than others in order to have the most effective preparation for preservice elementary teachers.
