Relationships between the influences on primary teachers’ mathematics knowledge


Campton, Ian and Edwards, Julie-Ann (2011) Relationships between the influences on primary teachers’ mathematics knowledge. In, British Society for Research into Learning Mathematics Day Conference, Oxford, GB, 19 Nov 2011 - 19 Nov 2012 . Oxford, GB, British Society for Research into Learning Mathematics, 13-19.

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Description/Abstract

Teachers' subject knowledge remains the topic of much discussion. Recent reports have highlighted the view that strong subject knowledge is fundamental in enabling pupils to gain a comprehensive understanding in their mathematical learning. Although much research surrounds the development of different constructs of subject knowledge, less has been undertaken in order to identify what the mathematical subject knowledge of current primary school teachers consists of and how it is constructed. This session reports on the findings of a small scale project that aimed to identify areas for improvement within the continuing professional development of primary school mathematics teachers in two schools. The research involved interviewing 11 primary school teachers using questions adapted from the research of Ma (1999) designed to gain an understanding of their approaches to teaching a topic, how they dealt with pupils‟ misconceptions and the extent of their own subject knowledge in order to prepare for the unexpected when teaching. The emergent conceptual framework of the influences of primary school teachers‟ mathematical content knowledge will be discussed as will the relationship between these influences, which reveal a multi-layered belief system that is well-intended and well-informed at the top level but underpinned by less firmly established levels of subject knowledge and pedagogical approaches.

Item Type: Conference or Workshop Item (Paper)
Additional Information: ISSN 1463-6840
Related URLs:
Keywords: primary teachers’ mathematics knowledge, primary teachers’ pedagogical mathematics knowledge, procedural and conceptual learning
Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
Q Science > QA Mathematics
Divisions: Faculty of Social and Human Sciences > Southampton Education School > Mathematics & Science Education
ePrint ID: 208821
Date Deposited: 23 Jan 2012 15:12
Last Modified: 27 Mar 2014 19:49
URI: http://eprints.soton.ac.uk/id/eprint/208821

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