The challenges facing pre-service education: addressing the issue of mathematics subject matter knowledge among prospective primary teachers

Research has indicated that it is not necessary to study mathematics to degree level to teach mathematics effectively at primary level (Greaney et al, 1999; Cooney, 1999). Consensus exists however that graduating teachers do require a deep and rich knowledge of mathematics to a certain level in order to facilitate optimum mathematics teaching and pupils learning (An Roinn Oideachas agus Eolaíochta, 2002). Internationally dissatisfaction exists regarding the standard of mathematics subject matter knowledge evident among both qualified and prospective primary teachers (Ma, 1999, Farmer et al, 2003). Concern is also evident within the Irish context, particularly within the Colleges of Education (Wall, 2001; An Roinn Oideachas agus Eolaíochta, 2002; Corcoran, 2005).The author (MH) aimed, through a two cycle action research methodology, to identify the existing level of mathematics subject knowledge among prospective teachers in one Irish College of Education in an effort to address weaknesses and develop ‘deep’ subject knowledge among participants through the development and implementation of a custom-built intervention. After a brief presentation of the characteristics of the research study, this paper will focus on the reconnaissance stage of the first cycle of the action research project.