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The role of subject knowledge in primary pre-service teachers’ approaches to teaching the topic of area
Citation
Murphy, C, The role of subject knowledge in primary pre-service teachers' approaches to teaching the topic of area, Journal of Mathematics Teacher Education, 15, (3) pp. 187-206. ISSN 1386-4416 (2012) [Refereed Article]
Copyright Statement
Copyright 2011 Springer Science+Business Media B.V.
DOI: doi:10.1007/s10857-011-9194-8
Abstract
The relationship between primary teachers’ subject knowledge and their approaches to teaching is an ongoing concern. This study reviews the relationship between prospective teachers’ subject knowledge in the topic of area and their approaches to teaching that topic. The research presents case studies of four primary prospective teachers on a 1-year postgraduate teaching course. The strengths and limitations of their subject knowledge are examined, in relation to their selection of teaching activities. The results suggest connections between these strengths and limitations, in relation to espoused teaching activities and pedagogical orientations. This questions the assumption that secure subject knowledge is necessarily transformed into effective teaching and concurs with other research that suggests other factors may be involved, such as knowledge of learners.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Keywords: | elementary mathematics education, teacher knowledge, area measurement |
| Research Division: | Education |
| Research Group: | Curriculum and Pedagogy |
| Research Field: | Mathematics and Numeracy Curriculum and Pedagogy |
| Objective Division: | Education and Training |
| Objective Group: | Teaching and Instruction |
| Objective Field: | Teacher and Instructor Development |
| Author: | Murphy, C (Dr Carol Murphy) |
| ID Code: | 121608 |
| Year Published: | 2012 |
| Deposited By: | Education |
| Deposited On: | 2017-10-05 |
| Last Modified: | 2018-07-12 |
| Downloads: | 0 |
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