References
- Smith A. Making mathematics count: the report of professor Adrian Smith's inquiry into post-14 mathematics education [ Internet]. 2004 [cited 2011 Jan 9]. Available from: http://www.mathsinquiry.org.uk/report/MathsInquiryFinalReport.pdf
- Wall E. A study of the mathematical content knowledge of primary teacher education students [ dissertation]. Dublin: University College; 2001.
- Ball DL, Hill HC, Bass H. Knowing mathematics for teaching – who knows mathematics well enough to teach third grade, and how can we decide? Am Educ. 2005;29(1):15–46.
- Shulman L. Those who understand: knowledge growth in teaching. Educ Res. 1986;15(2):4–14.
- Rowland T, Huckstep P, Thwaites A. Elementary teachers’ mathematics subject knowledge: the knowledge quartet and the case of Naomi. J Math Teach Educ. 2005;8:255–281.
- Hill HC, Rowan B, Ball DL. Effects of teachers’ mathematical knowledge on student achievement. Am Educ Res J. 2005;42(2):371–406.
- Government of Ireland. Preparing teachers for the 21st century: report of the working group on primary pre-service teacher education. Dublin: Stationary Office; 2002.
- Hill HC, Schilling SG, Ball DL. Developing measures of teachers’ mathematics knowledge for teaching. Elem Sch J. 2004;105(1):11–30.
- Conference Board of the Mathematical Sciences (CBMS). The mathematical education of teachers. Washington (DC): CBMS; 2001.
- Peard R. What constitutes quantitative literacy for pre-service primary teachers. Paper presented at: Conference of Philosophy of Education Society of Australia; 2007 Dec 6–9; Wellington, Australia [cited 2011 Feb 10]. Available from: http://pesa.org.au/mages/papers/2007-papers/peard2007.pdf
- Ryan J, Williams J. Mathsmap for diagnostic assessment with pre-service teachers: stories of mathematical knowledge. Res Math Educ. 2007;9:95–109.
- Leavy A, O’Loughlin N. Pre-service teachers understanding of the mean: moving beyond the arithmetic average. J Math Teach Educ. 2006;9:53–90.
- Corcoran D. An exploration of the mathematical literacy of Irish students preparing to be primary school teachers. In: Close S, Corcoran D, Dooley T, editors. Proceedings of the First National Conference on Research in Mathematics Education. Dublin: St. Patrick's College; 2005, p. 230–234.
- Oldham E. Solving problems with student-teachers: reactions and reflections 1995-2005. In: Close S, Corcoran D, Dooley T, editors. Proceedings of the First National Conference on Research in Mathematics Education. Dublin: St. Patrick's College; 2005, p. 263–277.
- Corcoran D. Mathematics subject knowledge of Irish pre-service primary teachers. Paper presented at: European Conference on Educational Research; 2005 Sep 7–10; UCD, Dublin, Ireland [cited 2011 Jun 23]. Available from: http://www.leeds.ac.uk/educol/documents/144080.doc
- Government of Ireland. Review of mathematics in post-primary education: report on the consultation. Dublin: Stationary Office; 2006.
- Steele DF. The interfacing of pre-service and inservice experiences of reform-based teaching: a longitudinal study. J Math Teach Educ. 2001;4:139–173.
- Tsang FKW, Rowland T. The content knowledge of Hong Kong primary school mathematics teachers. Paper presented at: European Conference on Educational Research; 2005 Sep 7–10; UCD, Dublin, Ireland [cited 2010 Nov 23]. Available from: http://www.leeds.ac.uk/educol/documents/149990.doc
- Teaching Council. Initial teacher education: criteria and guidelines for programme providers. Maynooth: Teaching Council; 2011.
- Ball DL. The mathematical understanding that prospective teachers bring to teacher education. Elem Sch J. 1990;90(4):449–466.
- Wu H. How mathematicians can contribute to K-12 mathematics education [ Internet]. 2006 [cited 2010 Feb 6]. Available from: http://math.berkeley.edu/~wu/ICMtalk.pdf
- Goulding M, Rowland T, Barber P. Does it matter? Primary teacher trainees’ subject knowledge in mathematics. Br Educ Res J. 2002;28(5):689–704.
- Rowland T. Developing knowledge for mathematics teaching: a theoretical loop. In: Close S, Corcoran D, Dooley T, editors. Proceedings of Second National Conference on Research in Mathematics Education. Dublin: St. Patrick's College; 2007, p. 13–26.
- Elliot E. Action research for educational change. Milton Keynes: Open University Press; 1991.
- O’ Donoghue J. An intervention to assist ‘at risk’ students in service mathematics courses at the University of Limerick: teaching fellowship report. Limerick: University of Limerick; 1999.
- Creswell JW. Research design – qualitative, quantitative and mixed methods approaches. 3rd ed. Thousand Oaks (CA): Sage; 2009.
- Cohen L, Mannion L, Morrison K. Research methods in education. 5th ed. London: Routledge Falmer; 2000.
- Murchan D, Loxley A, Johnston K, Quinn M, Fitzgerald H. Evaluation of the primary curriculum support programme (PCSP): final report. Dublin: Education Department, University of Dublin/Trinity College; 2005.
- Shapiro ES. Intervention research methodology in school psychology. Sch Psychol Rev. 1987;16(3):290–305.
- Cooney TJ. Conceptualizing teachers’ ways of knowing. Educ Stud in Math. 1999;38:163–187.
- Van de Walle JA. Elementary and middle school mathematics: teaching developmentally. 6th ed. Boston: Pearson, Allyn and Bacon; 2007.
- Nitko AJ. Educational assessment of students. 3rd ed. Upper Saddle River (NJ): Merill Prentice-Hall; 2001.
- Government of Ireland. Mathematics: primary school curriculum. Dublin: Stationary Office; 1999.
- Mertens, DM. Research and evaluation in education and psychology: integrating diversity with quantitative, qualitative, and mixed methods. Thousand Oaks (CA): Sage; 2005.
- Hourigan M, O’ Donoghue, J. The challenges facing initial teacher education: Irish prospective elementary teachers’ mathematics subject matter knowledge. Int J Math Educ Sci Tech. 2013;44(1):36–58.
- Woodhouse S. Developing maths support. MSOR Connect. 2004;4(4):1–5.
- McMillan JH, Shumacher S. Research in education: a conceptual introduction. 5th ed. New York (NY): Longman; 2001.