Theory to practice in mathematics education: student teachers' planning of a classroom mathematics programme for primary school children

Abstract

Mathematics teaching and learning in primary schools in New Zealand has received an increasing amount of attention in recent years. This is due largely to the publication of Garden's (1997) report on Mathematics and Science Performance in Middle Primary School which showed that New Zealand primary school children did not achieve as well as children from many other countries. This has impacted on teacher education as well as New Zealand teachers in primary schools. This report raises questions as to whether student teachers are being adequately educated to teach mathematics effectively in primary schools in New Zealand. Adding to this educational anxiety is the ongoing debate about the feasibility of one year teacher education courses in New Zealand. The student teachers involved in this study participated in the mathematics education programme in the one year primary graduate course at Wellington College of Education. The programme has been designed to present student teachers with a carefully structured theoretical base that should ensure a clear translation into preparing and planning a classroom mathematics programme. Student teachers are given the opportunity to link their mathematical content knowledge with appropriate pedagogical strategies through the context of Mathematics in the New Zealand Curriculum. The mathematics education programme, along with the student teachers beliefs and conceptions about mathematics teaching and learning and their experiences in mathematics all contributed to their developing grasp of four domains of knowledge: general pedagogical knowledge; subject matter knowledge; pedagogical content knowledge; and knowledge of context. As their confidence grew in these domains of knowledge they were prepared to consider planning a classroom mathematics programme that adopted the inquiry-based approach that was a focus in the mathematics education programme. The study reveals how the student teachers demonstrated a concern for developing knowledge of the curriculum, the processes of learning that children engage in, developing their own mathematical content knowledge and organising appropriately for teaching and learning. Although the student teachers believe that they developed their subject matter knowledge through participating in the mathematical learning experiences provided in the mathematics education programme, their responses raise the question as to whether or not there should be a greater emphasis on this domain of knowledge. Some student teachers did experience a tension between theory and practice as they were confronted by the prevailing forms of mathematics teaching and learning taking place in the schools and classrooms in which they were interacting. The lack of coherence between the Wellington College of Education mathematics education programme and the practice they experienced in some schools points to a need to carefully consider placement of student teachers. It is important for student teachers in their development as teachers to interact with practising teachers who are translating the learning approaches advocated by the mathematics statement in their classroom practice. Given this, an important strategy for improving children's mathematical achievement could be to develop closer professional collaboration between teacher education providers and primary schools.