Abstract
Understanding the development of pre-service teachers mathematical content knowledge
(MCK) is important for improving primary mathematics teacher education. This paper
reports on a case study, Rose and her opportunities to develop MCK during the four years
of her program. Program opportunities to promote MCK when planning and practicing
primary teaching included: coursework experiences and responding to assessment
requirements. Discussion includes the Knowledge Quartet: foundation knowledge,
transformation, connection and contingency. By fourth-year, Rose demonstrated
development of different categories of MCK during practice teaching.
| Original language | English |
|---|---|
| Title of host publication | Curriculum in Focus |
| Subtitle of host publication | Research Guided Practice: Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia |
| Editors | Judy Anderson, Michael Cavanagh, Anne Prescott |
| Place of Publication | Adelaide SA Australia |
| Publisher | Mathematics Education Research Group of Australasia (MERGA) |
| Pages | 413 - 420 |
| Number of pages | 8 |
| Publication status | Published - 2014 |
| Externally published | Yes |
| Event | Annual conference of the Mathematics Education Research Group of Australasia 2014 - Sydney, Australia Duration: 29 Jun 2014 → 3 Jul 2014 Conference number: 37th https://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2014_MERGA_CP.aspx (Proceedings) |
Conference
| Conference | Annual conference of the Mathematics Education Research Group of Australasia 2014 |
|---|---|
| Abbreviated title | MERGA 2014 |
| Country/Territory | Australia |
| City | Sydney |
| Period | 29/06/14 → 3/07/14 |
| Internet address |