Addressing prospective elementary teachers’ mathematics subject matter knowledge through action research

Hourigan, M. and O’Donoghue, J. (2015) Addressing prospective elementary teachers’ mathematics subject matter knowledge through action research. International Journal of Mathematical Education in Science and Technology, 46 (1). pp. 56-75. ISSN 0020739X (ISSN)

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Abstract

There is international dissatisfaction regarding the standard of mathematics subject matter knowledge (MSMK) evident among both qualified and prospective elementary teachers. Ireland is no exception. Following increasing anecdotal evidence of prospective elementary teachers in one Irish College of Education (provider of initial teacher education programme) demonstrating weaknesses in this regard, this study sought to examine and address the issue through two cycles of action research. The examination of the nature of prospective teachers’ MSMK (as well as related beliefs in the main study) informed the design and implementation of an intervention to address the issue. A mixed method approach was taken throughout. In both cycles, Shapiro's criteria were used as a conceptual framework for the evaluation of the initiative. This paper focuses on the perceived and actual effects of the intervention on participants’ MSMK. As well as its contribution at a local and national level, the study provides an Irish perspective on approaches taken to address the phenomenon internationally.

Item Type: Article
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Uncontrolled Keywords: action research; initial teacher education (ITE); mathematics subject matter knowledge (MSMK); prospective elementary teachers
Depositing User: Colin Lowry
Last Modified: 27 Nov 2015 09:51
URI: http://eprints.teachingandlearning.ie/id/eprint/2552

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