TOWARDS A PEDAGOGY OF MATHEMATICS INITIAL TEACHER EDUCATION

In this paper we offer a brief discussion of a model created for considering aspects of subject matter knowledge necessary for teaching mathematics where persona [ subject matter knowledge and professional content knowledge of teachers are mediated by deliberate reJection in order to create a more fluid and connected personal understanding of mathematics needed for the classroom (Prestage & Perks, 1999a and 1999b). These ideas are further developed to show how they might be used for analysing the pedagogy of teacher educators. Over the last few years we have been developing a model for discussing aspects of subject knowledge and how this is held by teachers of mathematics. These ideas have recently been made more relevant by the need for Initial Teacher Education (ITE) courses to audit the subject knowledge of students deemed necessary for teaching. The complexity of learning to be a teacher is recognised in all the research related to subject knowledge (Shulman 1986, Wilson et al. 1987, Brown and McIntyre 1993, Aubrey 1997, Banks et al 1999