Working towards addressing the mathematics subject matter knowledge needs of prospective teachers

Abstract

This study is the result of a perceived need for action within one Irish College of Education. During professional interactions with prospective teachers in both mathematics pedagogy sessions and teaching practice, the author (MH) considered that the number of incidents where prospective teachers demonstrated weaknesses in their mathematics subject matter knowledge was excessive. In response, the first step taken was to seek further insight into the phenomenon both nationally and internationally (Hourigan and O’ Donoghue, 2007 a.).