While it is recognised that a teachers’ mathematical content knowledge (MCK) is crucial for teaching, less is known about when different categories of MCK develop during teacher education. This paper reports on two primary pre-service teachers, whose MCK was investigated during their practicum experiences in first, second and fourth years of a four-year Bachelor of Education program. The results identify when and under what conditions pre-service teachers’ developed different categories of their MCK during practicum. Factors that assisted pre-service teachers to develop their MCK included program structure providing breadth and depth of experiences; sustained engagement for learning MCK; and quality ofpre-service teachers’ learning experiences.
Livy, Sharyn L.; Vale, Colleen; and Herbert, Sandra
"Developing Primary Pre-service Teachers' Mathematical Content Knowledge During Practicum Teaching,"
Australian Journal of Teacher Education: Vol. 41
, Article 10.
Available at: https://ro.ecu.edu.au/ajte/vol41/iss2/10