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

Abstract

Mathematics presents particular problems within pre-service primary courses because of the experiences and attitudes students bring to the subject. As teacher trainers, the authors have always tried to balance students' learning about how children learn mathematics in school with reflection on their own experiences as learners, and with understanding of the mathematical content of the curriculum. The recent introduction of a National Curriculum for pre-service students, which places considerable emphasis on subject knowledge, has caused the authors to rethink the balance within their courses, and to place much more overt emphasis on students' mathematical knowledge. This article describes the way in which they have approached building and assessing mathematical knowledge during the pilot phase of the initial teacher training National Curriculum, aiming to build student confidence through self-assessment and through putting them in the role of assessing each other's knowledge. Some of the students' responses to this approach are examined, and the issues raised are discussed.