A "Knowledge Quartet" Used to Identify a Second-Year Pre-Service Teacher's Primary Mathematical Content Knowledge (original) (raw)
2010, Mathematics Education Research Group of Australasia
This paper draws on observation of a primary mathematics lesson prepared and taught by a second-year pre-service teacher who lacked mathematical content knowledge. A 'knowledge quartet' ) was used to investigate when and how a pre-service teacher drew on their knowledge of mathematics during primary teaching. Data were collected from field notes, audio recording of part of a lesson, and an interview with the pre-service teacher after the lesson. Discussion focuses on the four characteristics of the 'knowledge quartet': foundation, connection, transformation and contingency. Conclusions suggested that pre-service teachers need to continue developing their mathematical content knowledge to assist with future planning and teaching of primary mathematics lessons.
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