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Researchers: Patti Barber, Caroline
Heal and Sarah Martyn
Research question
How does the Mathematics subject knowledge of initial teacher
trainees develop? A study of the subject knowledge enhancement processes
of a group of low scorers in a Mathematics subject knowledge audit.
Subsidiary research questions
 What are the characteristics of this low scoring group?
 How do they perceive the nature of mathematics learning during their
teacher training, compared with their learning of other subjects?
 Is 'style of learning' a relevant issue in investigating Mathematics
learning for teacher trainees?
The Mathematics subject knowledge enhancement process
 Trainees’ complete Mathematics subject knowledge selfassessment
 Trainees begin selfstudy process
 Informal peer tutoring
 Formal Mathematics audit
 Identification of highest (top 10%) and lowest (bottom 10%) scoring
groups
 Subject knowledge input with each of these groups (different emphasis?)
 Feedback from tutors responsible for subject knowledge input
 Onetoone peer tutoring (highest scorers matched to lowest scorers)
 Peer tutors and peer tutees feedback on aspects of the peer tutoring
process
 Follow up to peer tutoring for lowest scorers – discussion and
review of Mathematics subject knowledge portfolios
Approaches to data analysis
 Analysis of data from the self assessment audit exercise and from
the formal Mathematics audit
 Analysis of item scores
 Analysis of Feedback sheets
 Analysis of feedback from 'subject knowledge' input tutors
 Analysis of trainees' Mathematics background/qualification
 Analysis of gender and ethnicity
 Interviews with sample of lowest scoring trainees.
Anticipated Outcomes
 Improved support for trainees in their development of subject knowledge
 Greater awareness and early identification of individual needs
 Development of a wider range and more flexible use of learning strategies
to meet learning needs.

Patti Barber
Caroline Heal
Sarah Martyn
