Elementary Teachers' Mathematics Subject Knowledge: The Knowledge Quartet and the Case of Naomi

This paper draws on videotapes of mathematics lessons prepared and conducted by pre-service elementary teachers towards the end of their initial training at one university. The aim was to locate ways in which they drew on their knowledge of mathematics and mathematics pedagogy in their teaching. A g...

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Bibliographic Details
Published in:Journal of mathematics teacher education 2005-06, Vol.8 (3), p.255-281
Main Authors: Rowland, Tim, Huckstep, Peter, Thwaites, Anne
Format: Article
Language:English
Subjects:
Case Studies
Elementary School Mathematics
Foreign Countries
Knowledge Base for Teaching
Mathematics Instruction
Mathematics Teachers
Pedagogical Content Knowledge
Preservice Teachers
Teaching Methods
United Kingdom
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Summary:This paper draws on videotapes of mathematics lessons prepared and conducted by pre-service elementary teachers towards the end of their initial training at one university. The aim was to locate ways in which they drew on their knowledge of mathematics and mathematics pedagogy in their teaching. A grounded approach to data analysis led to the identification of a "knowledge quartet", with four broad dimensions, or "units", through which mathematics-related knowledge of these beginning teachers could be observed in practice. We term the four units: foundation, transformation, connection and contingency. This paper describes how each of these units is characterised and analyses one of the videotaped lessons, showing how each dimension of the quartet can be identified in the lesson. We claim that the quartet can be used as a framework for lesson observation and for mathematics teaching development.
ISSN:1386-4416
1573-1820
DOI:10.1007/s10857-005-0853-5