Primary Teacher Trainees’ Mathematics Subject Knowledge and Classroom Performance

Rowland, Tim; Martyn, Sarah; Barber, Paul; Heal, Caroline

doi:10.1080/14794800008520064

Cited by 29 publications

(20 citation statements)

References 4 publications

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“…Furthermore, there is a particular recognition that the mathematical subject knowledge of teachers is an important factor in the teaching and learning of mathematics in the primary school (Williams 2008). Research has demonstrated a link between teachers' mathematical knowledge for teaching (MKT) and the quality of teaching and learning (Askew, Brown, Rhodes, Johnson, and Wiliam 1997;Turner-Bisset and Nichol 1998;Rowland, Martyn, Barber, and Heal 2000). The seminal work of Ma (1999) demonstrated that Chinese teachers with 'profound understanding of fundamental mathematics' (PUFM) were better equipped to teach elementary mathematics than their American counterparts, who lacked the same depth of knowledge.…”

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confidence: 97%

Using the Knowledge Quartet to develop mathematics content knowledge: the role of reflection on professional development

Turner

2012

Research in Mathematics Education

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In this paper I report findings from a four year study of beginning elementary school teachers which investigated development in their mathematical knowledge for teaching (MKT). The study took a developmental research approach, in that the teachers and the researcher collaborated to develop the mathematics teaching of the teachers, while also trying to understand how such development occurred and might be facilitated. The Knowledge Quartet (KQ) framework was used as a tool to support focused reflection on the mathematical content of teaching, with the aim of promoting development in mathematical content knowledge. Although I focused primarily on whether and how focused reflection using the KQ would promote development, it was impossible to separate this from other influences, and in this paper I discuss the ways in which reflection was found to interrelate with other areas of influence. I suggest that by helping the teachers to focus on the content of their mathematics teaching, within the context of their experience in classrooms and of working with others, the KQ framework supported development in the MKT of teachers in the study.

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confidence: 97%

Using the Knowledge Quartet to develop mathematics content knowledge: the role of reflection on professional development

Turner

2012

Research in Mathematics Education

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“…Policy documents and position papers have consistently pointed out the importance of engaging students in doing mathematics in their classrooms (National Council of Teachers of Mathematics (NCTM 2000); National Governors Association Center for Best Practices, Council of Chief State School Officers (NGA and CCSSO 2010)). It seems reasonable to assume that teachers' mathematical knowledge is a key component in whether teachers are able to provide such opportunities for engagement to their students, yet studies related to this assumption have yielded mixed results (e.g., Rowland et al 2000;Tchoshanov 2011;. Mathematical knowledge, as conceptualized in these studies, does not sufficiently explain classroom instruction in mathematics.…”

Section: Discussionmentioning

confidence: 86%

“…For example, Rowland et al (2000) found that preservice elementary teachers who scored higher on an inventory of mathematical content knowledge received higher grades on their practice teaching lessons, and Tchoshanov (2011) found that teachers with a type of mathematics content knowledge that was rich and connected, as measured by a research-created survey instrument, presented higher quality lessons as measured by a classroom observation protocol. In contrast, reported a negative correlation between elementary teachers' content knowledge, as measured by an inventory of mathematical content knowledge, and their self-reported use of reform teaching practices.…”

Section: Discussionmentioning

confidence: 99%

Research Trends in Mathematics Teacher Education

Lo¹,

Leatham²,

Zoest³

2014

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“…Likewise Aubrey (1997, p160) found that the subject knowledge of experienced teachers did not increase simply with teaching experience. Notwithstanding the complexity of teacher knowledge, Rowland, Martyn, Barber and Heal (2000) report on a study indicating that there is a positive association between mathematics subject knowledge (learner knowledge), and competence in teaching number among primary PGCE student teachers. The student teachers in Prestage and Perks' study were secondary mathematics specialists whose learner knowledge was considered adequate, allowing a focus on the transformation of that knowledge for the classroom.…”

Section: Student Teachers' Subject Knowledgementioning

confidence: 97%

Student Teachers’ Understanding of Rational Number: Part-Whole and Numerical Constructs

Domoney

2002

Research in Mathematics Education

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Previous research has shown that secondary school students' understanding of fractions is dominated by the part-whole concept to the possible detriment of their understanding of a fraction as a number in its own right. The present paper reports on an investigation into the understanding of intending primary teachers in this area. Four representatives of a cohort of sixty students on a PGCE course specialising in the lower primary age range were asked detailed questions probing their knowledge of @actions. The conclusion was that the part-whole concept dominates. All of the students were familiar with the numerical concept from their work on the PGCE course, but they reverted to the more familiar part-whole ideas in attempting to solve problems. INTRODUCTIONStudent teachers studying for the primary age phase have the difficult task of gaining sufficient mastery in a range of academic subjects to be able to teach each subject effectively to the full ability range of children, including the most able. This study focuses on one aspect of mathematics, rational numbers, in which children's understanding has been found to be limited, (Hart et al, 198 1, Kerslake, 1986). In my work with serving and student teachers on aspects of mathematical subject knowledge and pedagogy, 'fractions' persistently emerges as an area in which the teachers feel insecure. The purpose of the study, therefore, was to investigate whether student teachers demonstrated the same conceptual limitations as primary and secondary age children. The students in the study were graduates training to teach in the lower-primary age range. The particular focus was the concept of a fraction as a number in its own right, as opposed to a description of part of some well defined whole, for example a pizza or a rectangle.

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Primary Teacher Trainees’ Mathematics Subject Knowledge and Classroom Performance

Cited by 29 publications

References 4 publications

Using the Knowledge Quartet to develop mathematics content knowledge: the role of reflection on professional development

Using the Knowledge Quartet to develop mathematics content knowledge: the role of reflection on professional development

Research Trends in Mathematics Teacher Education

Student Teachers’ Understanding of Rational Number: Part-Whole and Numerical Constructs

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