Applying the knowledge quartet to mathematics teacher educators: a case study undertaken in a co-teaching context

Tracey Muir, Sharyn Livy, Ann Downton

    Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review


    As mathematics teacher educators (MTEs), our teaching and research is informed by frameworks and explanations of terms to guide our thinking about the knowledge an effective mathematics teacher might use. This chapter investigates whether or not the Knowledge Quartet (KQ) framework can be applied to the work of MTEs. Using the context of a co-teaching situation, whereby the second author co-taught pre-service teachers (PSTs) with a practicing primary classroom teacher, we examined the types of knowledge required by the MTE and whether or not it was different from that required of a classroom teacher. Data were collected from lesson observations and interviews with PSTs, the MTE and co-teacher. The results show the KQ was transferable for describing the MTE’s knowledge; however an MTE would require a deeper and broader understanding of theoretical knowledge when teaching appropriate pedagogical practices with PSTs when compared to the foundation knowledge needed by teachers.
    Original languageEnglish
    Title of host publicationThe Learning and Development of Mathematics Teacher Educators
    Subtitle of host publicationInternational Perspectives and Challenges
    EditorsMerrilyn Goos, Kim Beswick
    Place of PublicationCham Switzerland
    Number of pages22
    ISBN (Electronic)9783030624088
    ISBN (Print)9783030624071
    Publication statusPublished - 2021

    Publication series

    NameResearch in Mathematics Education
    ISSN (Print)2570-4729
    ISSN (Electronic)2570-4737


    • mathematics
    • Teacher educators
    • teacher knowledge
    • co-teaching
    • primary school
    • lesson observation
    • case study

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