Does Knowing More Advanced Mathematics Ensure Effectiveness of Working towards Demonstrating Specialised Mathematical Content Knowledge of Second-Year Pre-Service Teachers?

N

8

Pedagogical Content Knowledge; Preservice Teachers; Knowledge Level; Qualitative Research; Interviews; Observation; Foreign Countries; Audio Equipment; Coding

The theoretical understanding that underpins a teacher's foundation knowledge draws on their common content knowledge (CCK) and influences their mathematics' teaching (Rowland, Turner, Thwaites, & Huckstep, 2009). Teachers who have specialised content knowledge (SCK) demonstrate a unique kind of content knowledge which is more than knowing the content (Ball, Thames, & Phelps, 2008). This study reports on a comparison of two second-year pre-service teachers who had varied mathematical content knowledge (MCK) at the beginning of their Bachelor of Education course. It investigated whether knowing more advanced mathematics or foundation knowledge (Rowland et al., 2009) facilitates working towards demonstrating SCK. The results draw on a qualitative analysis, categorising lesson observation and interview responses using foundation knowledge and connections constructs of the "Knowledge Quartet" framework (Rowland et al., 2009). Both pre-service teachers experienced course opportunities that consolidated foundation knowledge and demonstrated connections. During their lesson observation they relied on procedural explanations and neither especially demonstrated working towards SCK.

As Provided

16

2017

ED573291