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  • The relationship between mathematical content knowledge and mathematical pedagogical content knowledge of prospective primary teachers

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    NortonPUB4563.pdf (455.2Kb)
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    Author(s)
    Norton, Stephen
    Griffith University Author(s)
    Norton, Stephen J.
    Year published
    2018
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    Abstract
    In Australia, there is increasing scrutiny of teacher education processes in learning to teach primary mathematics. In this study, mixed methods, including linear regression, are used to examine the entry mathematical content knowledge of third-year Bachelor of Education Pre-service Students and to relate this to their graduating level of content and a measure of pedagogical content knowledge based upon capacity to describe student errors and provide learning support. The data indicate low levels of mathematical content knowledge at the beginning of the course, prompting questioning of the focus of earlier mathematics ...
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    In Australia, there is increasing scrutiny of teacher education processes in learning to teach primary mathematics. In this study, mixed methods, including linear regression, are used to examine the entry mathematical content knowledge of third-year Bachelor of Education Pre-service Students and to relate this to their graduating level of content and a measure of pedagogical content knowledge based upon capacity to describe student errors and provide learning support. The data indicate low levels of mathematical content knowledge at the beginning of the course, prompting questioning of the focus of earlier mathematics curriculum courses. Over the life of the study, there was improvement in some domains, which is to be expected where knowledge of mathematics was an intended outcome. Mathematical content knowledge at the start, but particularly at the end of the study, was highly predictive of expressions of mathematical pedagogical content knowledge. The stronger predictive value of mathematical content knowledge at the end of the study for mathematical pedagogical content knowledge suggests merit in developing the two aspects of teacher knowledge in tandem, rather than in different courses. The relevance of the data to teacher preparation in the institution and more broadly is discussed.
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    Journal Title
    Journal of Mathematics Teacher Education
    DOI
    https://doi.org/10.1007/s10857-018-9401-y
    Copyright Statement
    © 2018 Springer Netherlands. This is an electronic version of an article published in Journal of Mathematics Teacher Education, pp 1–26, 2018. Journal of Mathematics Teacher Education is available online at: http://link.springer.com// with the open URL of your article.
    Note
    This publication has been entered into Griffith Research Online as an Advanced Online Version.
    Subject
    Curriculum and Pedagogy Theory and Development
    Curriculum and Pedagogy
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/369357
    Collection
    • Journal articles

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