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The role of subject knowledge in primary student teachers’ approaches to teaching the topic of area

Citation

Murphy, C, The role of subject knowledge in primary student teachers' approaches to teaching the topic of area, Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education, 28 January-1 February 2009, Lyon. France, pp. 1821-1830. ISBN 978-2-7342-1190-7 (2009) [Refereed Conference Paper]


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Copyright 2010 INSTITUT NATIONAL DE RECHERCHE PÉDAGOGIQUE

Official URL: http://ife.ens-lyon.fr/editions/editions-electroni...

Abstract

This study reviews the relationship between student teachers’ subject knowledge in the topic of area and their approaches to teaching that topic. The research was carried out with four primary student teachers and examines the similarities and differences between the nature of their subject knowledge and their plans to teach the topic. In this paper results of two of the four student teachers are focused on to illustrate the contrasts in planning and subject knowledge. The intention is not to generalise relationships but to examine the phenomena presented. It raises questions related to the variables in connecting student teachers’ subject knowledge and their knowledge of how to teach.

Item Details

Item Type:Refereed Conference Paper
Keywords:subject knowledge, area, student teacher, approaches to teaching, understanding
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:123819
Year Published:2009
Deposited By:Education
Deposited On:2018-01-30
Last Modified:2018-05-22
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