Developing Primary Teachers' Mathematics Subject Knowledge: A Practitioner Research Study that Explores the Developed Nature of Primary Teachers' Subject Knowledge in Mathematics; the Factors Which Influenced its Development and its Interrelationship with and Influence on Changes in Professional Practice, Within the Context a Mathematics Specialist Teacher Programme (MaST)

Abstract

The study is set within the context of the Mathematics Specialist Teacher Programme (MaST) at a University in England. This programme was a two year Masters' level professional development for primary teachers. The research questions explore the nature of the subject knowledge developed by the teachers; the factors which influenced its development and how the developed subject knowledge interacts with and influences classroom practice. A practitioner research approach was adopted, influenced by the concept of phenomenography. Grounded theory was applied to analyse the data in order to develop theory. A mixed methods strategy was used, involving mainly qualitative data with some quantitative data collected through both questionnaires and group interviews. The main findings were that: - The development of teacher subject knowledge is dynamic and continuous and has the potential to develop within the context of practice. - A connected structure applied to the programme design had significant impact on teacher development. - The particular constructs used within the programme acted as vehicles for transference of developed subject knowledge into practice. My recommendations for policy and future research are: - The development of a national framework for primary teacher subject knowledge in mathematics, which outlines the required knowledge and recommendations for development. This would require research, agreement and evaluation. - Further research into effective strategies for the development of teacher subject knowledge in mathematics, including the application of a big ideas framework