Primary Student Teachers’ Understanding of Mathematics and its Teaching

Abstract

This article reports on research into primary student teachers' understanding of mathematics and its teaching undertaken at the Manchester Metropolitan University and funded by the Economic and Social Research Council. The research set out to investigate the ways in which non-specialist student teachers conceptualise mathematics and its teaching and how their views evolve as they progress through an initial training course. The study has shown how the mathematical understanding of such students is, in the first instance, embedded in a strongly affective account of their own mathematical experiences in schools, where mathematics was often seen as difficult and threatening. College training successfully nurtures a more positive attitude to mathematics as a subject, albeit couched in a pedagogically oriented frame. In later stages of training however, their conceptions of mathematics and its teaching are subsumed within the organisational concerns of placement schools and school experience tutors, and shaped by commercial schemes. It is suggested that alternative conceptions of mathematics assumed at different stages of this training appear incommensurable. A theoretical framework is offered as an approach to reconciling this conflict. This demonstrates how three potential dichotomies, phenomenological/official versions of mathematics, discovery/transmission conceptions of mathematics teaching, and perceptual/structural understandings of the mathematics teacher's task can be seen as productive dualities harnessing both qualitative and quantitative perspectives.

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

“…Here, trainees begin to perceive some disparity between ''college ideals'' and the practice that they witness in schools (Eisenhart et al, 1993;Smith, 1999). Understandably, their concern for pupil learning is often eclipsed by anxieties about class management and control of behaviour (Brown et al, 1999). This sense of priority is well-judged: regardless of their subject matter knowledge base, prospective teachers who do not establish classroom norms and routines for discipline, management, and instruction are often unable to focus on what students are learning (Hollingsworth, 1989).…”

“…The quartet offers a workable framework for reflection on mathematics subject matter issues in the review meeting. Research shows that such meetings typically focus heavily on organisational features of the lesson, with very little attention to mathematical aspects of mathematics lessons (Brown, McNamara, Jones & Hanley, 1999). In one recent study, only 2% of mentors' suggestions to beginning teachers related to the subject matter being taught (Strong & Baron, 2004).…”

Pre-Service Teachers’ Teaching Anxiety about Mathematics and Their Learning Styles

“…For example, according to Brown et al (1999), Uusimaki and Nason (2004), and Malinsky, Ross, Pannells, and McJunkin (2006), the origin of pre-service teachers' negative beliefs and anxiety about mathematics could be attributable to prior school experiences, such as experiences as a mathematics student, and the effect of prior teachers, and of teacher training programs. Uusimaki and Nason (2004) stated that pre-service primary school teachers' negative experience and anxiety about mathematics were attributed to their teacher rather than to other factors, such as mathematical concepts, parents, or peers.…”

“…The research documented that there have been many studies done on pre-or in-service teachers' mathematics anxiety (Austin, Wadlington & Bitner, 1992;Vinson, Haynes, Brasher, Sloan & Gresham, 1997;Tooke & Lindstrom, 1998;Newstead, 1998;Brown, McNamara, Hanley & Jones, 1999;Vinson, 2001;Uusimaki & Nason, 2004;Brady & Bowd, 2005;Idris, 2006;Gresham, 2007). For example, according to Brown et al (1999), Uusimaki and Nason (2004), and Malinsky, Ross, Pannells, and McJunkin (2006), the origin of pre-service teachers' negative beliefs and anxiety about mathematics could be attributable to prior school experiences, such as experiences as a mathematics student, and the effect of prior teachers, and of teacher training programs.…”

Using e‐learning to support primary trainee teachers’ development of mathematical subject knowledge: An analysis of learning and the impact on confidence

“…Brown et al (1999) argue that for primary teachers, the initial transition from school learner of mathematics to the trainee teacher of mathematics is an important part of the complex process of learning to teach. If the transition is to be successful, it involves for many 'a considerable degree of 'unlearning' and discarding of mathematical baggage, both in terms of subject misconceptions and attitude problems' (Brown et al, 1999, p.301).…”