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ERIC Number: EJ1114485
Record Type: Journal
Publication Date: 2016
Pages: 31
Abstractor: As Provided
ISSN: ISSN-1473-0111
Primary Mathematics Teacher Education Encountering Difficult Terrain: A Personal Perspective
Norton, Stephen
International Journal for Mathematics Teaching and Learning, v17 n2 2016
This paper is a case study in preparing prospective primary teachers to teach mathematics at one Australian university. The paper describes the content knowledge of prospective teachers, pre and post a final mathematics curriculum subject. The teaching approach which attempts to account for both content and pedagogical content knowledge is described. The constraints with respect to time and delivery mode are documented as well as the strategies used to maximise learning opportunities. The findings suggest that current mechanisms of student entry enable students with low levels of personal mathematics to enter and indeed pass teacher education courses. The data suggest there is merit in considering specialist or part-specialist primary teachers of mathematics or in extending teacher preparation time in pre-service teaching programs and refocusing their intent to better account for prospective teachers' knowledge of mathematics which is widely considered essential for effective teaching of the discipline.
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A