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

Sharyn Livy, Sandra Herbert, Colleen Vale

    Research output: Contribution to journalArticleResearchpeer-review

    3 Citations (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 Sept 2019


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

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