ERIC Number: EJ1452765
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1479-4802
EISSN: EISSN-1754-0178
Primary Teachers' Perceptions of Their Mathematical Knowledge for Teaching and the Effects of Policy on Their Mathematics Teaching
Evelyn Penfold; Kate Hoskins
Research in Mathematics Education, v26 n3 p443-459 2024
The mathematical knowledge for primary teachers has been guided by policy since the National Strategies Programme was introduced in 1999. Research regarding the National Strategies focussed on the outcomes of the policy rather than in terms of teachers' mathematical knowledge for teaching (MKT). Teachers respond to policy in a variety of ways according to how they make sense of it within their current practice. This paper focusses on teachers' perceptions of the effect of their policy enactments on their MKT and vice versa. A qualitative methodology included semi-structured interviews in order to explore the perceptions of thirteen primary teachers from five schools in a borough of London. Tension occurred when teachers considered that policy superseded their MKT or they perceived that they needed guidance to teach the new National Curriculum. There are implications for teachers who associate MKT with policy, which is subject to change and therefore temporal in nature.
Descriptors: Elementary School Teachers, Mathematics Instruction, Pedagogical Content Knowledge, Educational Policy, National Programs, Policy Analysis, Teacher Attitudes, Conflict, National Curriculum, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)
Grant or Contract Numbers: N/A