The role of subject knowledge in primary prospective teachers’ approaches to teaching the topic of area
 Carol Murphy
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The relationship between primary teachers’ subject knowledge and their approaches to teaching is an ongoing concern. This study reviews the relationship between prospective teachers’ subject knowledge in the topic of area and their approaches to teaching that topic. The research presents case studies of four primary prospective teachers on a 1year postgraduate teaching course. The strengths and limitations of their subject knowledge are examined, in relation to their selection of teaching activities. The results suggest connections between these strengths and limitations, in relation to espoused teaching activities and pedagogical orientations. This questions the assumption that secure subject knowledge is necessarily transformed into effective teaching and concurs with other research that suggests other factors may be involved, such as knowledge of learners.
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 Title
 The role of subject knowledge in primary prospective teachers’ approaches to teaching the topic of area
 Journal

Journal of Mathematics Teacher Education
Volume 15, Issue 3 , pp 187206
 Cover Date
 20120601
 DOI
 10.1007/s1085701191948
 Print ISSN
 13864416
 Online ISSN
 15731820
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 Elementary mathematics education
 Teacher knowledge
 Area measurement
 Authors

 Carol Murphy ^{(1)} ^{(2)}
 Author Affiliations

 1. Graduate School of Education, University of Exeter, Heavitree Road, Exeter, EX1 2LU, UK
 2. Faculty of Education, University of Waikato, Knighton Road, Hamilton, 3240, New Zealand