Developing Primary Pre-service Teachers’ Mathematical Content Knowledge During Practicum Teaching

Sharyn Livy, Colleen Vale, Sandra Herbert

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    6 Citations (Scopus)


    While it is recognised that a teachers mathematical content knowledge (MCK) is crucial for teaching, less is known about when different categories of MCK develop during teacher education. This paper reports on two primary pre-service teachers, whose MCK was investigated during their practicum experiences in first, second and fourth years of a four-year Bachelor of Education program. The results identify when and under what conditions pre-service teachers developed different categories of their MCK during practicum. Factors that assisted pre-service teachers to develop their MCK included program structure providing breadth and depth of experiences; sustained engagement for learning MCK; and quality of pre-service teachers learning experiences.
    Original languageEnglish
    Pages (from-to)152 - 173
    Number of pages22
    JournalAustralian Journal of Teacher Education
    Issue number2
    Publication statusPublished - Feb 2016

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