How ITE programmes support pre-service primary teachers to become competent and confident teachers of mathematics? A systematic review of interventions trialled in Scotland and Ireland

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Abstract

Supporting pre-service primary teachers to develop the required specialist knowledge for teaching mathematics is a complex task. The knowledge required for mathematics teaching at primary level is multi-faceted and the efficacy of mathematics teaching is inextricably intertwined with a teacher's own beliefs and attitudes about mathematics and mathematical ability; the challenge for teacher educators, then, is to deliver a comprehensive programme covering mathematics content, pedagogy and curriculum within time-limited programmes of Initial Teacher Education (ITE). This paper presents a systematic review of the recent interventions to pre-service mathematics programmes that have been trialled in ITE institutions across Scotland and the Rep. of Ireland over the last 10 years. The findings and key issues addressed in this paper will have both national and international significance, as educators in ITE establishments strive to provide a comprehensive programme of study and practice, to prepare the very best new teachers for primary education.
Original languageEnglish
Pages (from-to)73-95
Number of pages23
JournalScottish Educational Review
Volume52
Issue number1
Publication statusPublished - 30 Jun 2019

Keywords

  • primary mathematics
  • teachers' knowledge and beliefs
  • pre-service interventions
  • initial teacher education
  • maths anxiety
  • maths avoidance

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