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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 Smith, C. (ed.) At British Society for Research into Learning Mathematics Day Conference, United Kingdom. 19 Nov 2011 - 19 Nov 2012 . , pp. 13-19.

Record type: Conference or Workshop Item (Paper)

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.

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More information

Published date: 2011
Additional Information: ISSN 1463-6840
Venue - Dates: British Society for Research into Learning Mathematics Day Conference, United Kingdom, 2011-11-19 - 2012-11-19
Keywords: primary teachers’ mathematics knowledge, primary teachers’ pedagogical mathematics knowledge, procedural and conceptual learning
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 208821
URI: http://eprints.soton.ac.uk/id/eprint/208821
PURE UUID: 19a568f7-6c7d-4859-9b5f-ab09d8acec58

Catalogue record

Date deposited: 23 Jan 2012 15:12
Last modified: 18 Jul 2017 10:48

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Contributors

Author: Ian Campton
Editor: C. Smith

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