Developing primary pre-service teachers’ mathematical content knowledge: opportunities and influences

Sharyn Livy, Sandra Herbert, Colleen Vale

Research output: Contribution to journalArticleResearchpeer-review

1 Citation (Scopus)


There is a consensus that we need to improve the quality of pre-service teacher education, and teachers’ mathematical content knowledge is critical for teaching. Identifying opportunities and influences that assist pre-service teachers to extend their mathematical content knowledge throughout their teacher education programme is important. This paper reports on qualitative data, collected over 4 years from two typical pre-service teachers whose developing mathematical content knowledge was investigated during their primary and secondary programme. These data were analysed and reported using the four dimensions of the Knowledge Quartet: foundation knowledge, transformation, connection and contingency. The results highlight the consequences of programme structure in order to help pre-service teachers to establish and sustain a positive mathematics learner identity, build teacher identity and develop mathematical content knowledge.

Original languageEnglish
Pages (from-to)279-299
Number of pages21
JournalMathematics Education Research Journal
Issue number3
Publication statusPublished - 15 Sep 2019


  • Coursework
  • Foundation knowledge
  • Mathematical content knowledge
  • Mathematics
  • Practicum
  • Pre-service teachers
  • Primary
  • Teacher identity

Cite this