Mathematics for teaching and deep subject knowledge: Voices of Mathematics Enhancement Course students in England

Adler, Jill and Hossain, Sarmin and Stevenson, Mary and Clarke, John and Archer, Rosa and Grantham, Barry (2013) Mathematics for teaching and deep subject knowledge: Voices of Mathematics Enhancement Course students in England. Journal of Mathematics Teacher Education, 16 (6). pp. 129-148. ISSN 1386-4416

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Official URL: http://link.springer.com/article/10.1007%2Fs10857-...

Abstract

This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of ‘understanding mathematics in depth’, which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students’ talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice.

Item Type: Article
Additional Information and Comments: “The final publication is available at http://link.springer.com/article/10.1007%2Fs10857-013-9259-y”."
Keywords: Mathematics for teaching, Teacher education, Deep subject, knowledge, Secondary, Subject matter knowledge, Pedagogic content knowledge
Faculty / Department: Faculty of Education > Teacher Education
Depositing User: Mary Stevenson
Date Deposited: 15 Nov 2016 14:51
Last Modified: 15 Nov 2016 14:51
URI: http://hira.hope.ac.uk/id/eprint/1150

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