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Mathematics for teaching and deep subject knowledge: voices of Mathematics Enhancement Course students in England |
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| Authors: | Jill Adler Sarmin Hossain Mary Stevenson John Clarke Rosa Archer Barry Grantham |
| Institution: | 1. Department of Education and Professional Studies, King’s College London, Franklin-Wilkins Building, Waterloo Bridge Wing, 150 Stamford Street, London, SE1 9NH, UK 2. Division of Mathematics Education, School of Education, University of the Witwatersrand, Private Bag 3, P O Wits, 2050, South Africa 3. School of Sport and Education, Brunel University, Uxbridge, Middlesex, UB8 3PH, UK 4. Department of Teacher Education, Liverpool Hope University, Hope Park, Liverpool, L16 9JD, UK 5. Cass School of Education and Communities, Stratford Campus, Water Lane, Stratford, London, E15 4LZ, UK 6. School of Education, Ellen Wilkinson Building, The University of Manchester, Oxford Road, Manchester, M13 9PL, UK |
| Abstract: | This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of ‘understanding mathematics in depth’, which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students’ talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice. |
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