Building and assessing subject knowledge in mathematics for pre-service students

Ainley, Janet; Briggs, Mary

doi:10.1080/13664539900200080

Cited by 2 publications

(1 citation statement)

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“…In asking this we were influenced by the work of Ainley & Briggs (1999) where they identified that some trainees selected early years as an age phase because they felt that their own lack of competency in mathematics would not be as apparent. Effectively we were making a loose connection between an ability to articulate what mathematics is and the respondents' own personal confidence in being able both to 'do' it and teach it.…”

Section: What the Trainees Saidmentioning

confidence: 99%

Mathematics and Fantasies of Effective Practice

Hanley

Jones

2007

Contemporary Issues in Early Childhood

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This article seeks to deepen understanding of the ways in which trainees account for and justify their practice. The area of particular interest to the authors is early years education where, in England at least, centrally issued governmental curriculum advice can be viewed as calling upon conflicting conceptions of education. The article reports on a study in which trainee teachers describe aspects of their training experience. The study sought to encourage the trainees to reflect on their professional beliefs and practices relating to their teaching of mathematics from a personal perspective. Yet this personal perspective was derived from experience on a course steeped in government prescription. The analysis not only centred on how the trainees' rationalisations supported their beliefs and practices, but also on how these rationalisations struggled in certain areas. By drawing on the psychoanalytic theories of Jacques Lacan, the study sought to offer alternative accounts of how such rationalisations function in supporting the trainees' understanding of themselves. This supports an analysis of how these rationalisations are built out of 'personal' fantasies of what it is to teach, and how these fantasies result from the trainees' immersion in the discursive environment. Finally, the authors make clear the significance of such accounts in relation to their own role as tutors, where they are obliged to make decisions regarding the 'professional effectiveness' of trainee teachers.

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Section: What the Trainees Saidmentioning

confidence: 99%