THE CHOICE OF EXAMPLES IN THE TEACHING OF MATHEMATICS: WHAT DO WE TELL THE TRAINEES?

The mathematics subject matter knowledge of primary school teachers has in recent years become a high profile issue in the UK and beyond. This paper reports on one dimension of a videotape study of mathematics lessons prepared and conducted by primary PGCE trainees. The aim of the study was to identify ways in which their subject knowledge, or the lack of it, was evident in their teaching. One significant issue that emerged was the particular examples chosen and used within the lessons. This raises questions about what advice we should be giving such novice teachers in their training