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MCK is examined across practicum experiences in first, second, and fourth years within a four-year Bachelor of Education program. Findings indicate that program structure offering breadth and depth, sustained engagement in learning MCK, and high-quality pre-service teachers’ learning experiences support development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-primary-pre-service-teachers-mathematical-content-knowledge-during-practicum-teaching-article-10/593693/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-primary-pre-service-teachers-mathematical-content-knowledge-during-practicum-teaching-article-10/593693.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding MCK development?","Question",{"text":112,"@type":113},"The study examines when and under what conditions different categories of mathematical content knowledge (MCK) develop for primary pre-service teachers during practicum teaching across multiple years.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the investigation and when were they observed?",{"text":117,"@type":113},"Two primary pre-service teachers were investigated during practicum experiences in their first, second, and fourth years of a four-year Bachelor of Education program.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors are reported as helping pre-service teachers develop MCK?",{"text":121,"@type":113},"The paper reports that program structure providing breadth and depth of experiences, sustained engagement for learning MCK, and quality of pre-service teachers’ learning experiences helped development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593693,1792166929,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 2 | Article 10 |\n| --- | --- |\n| 2016\u003Cbr>Developing Primary Pre-service Teachers'Mathematical Content Knowledge During Practicum Teaching\u003Cbr>Sharyn L. Livy\u003Cbr>Monash University, [sharyn.livy@monash.edu](sharyn.livy@monash.edu)\u003Cbr>Colleen Vale\u003Cbr>Deakin University, [colleen.vale@deakin.edu.au](colleen.vale@deakin.edu.au)\u003Cbr>Sandra Herbert\u003Cbr>Deakin University, [sandra.herbert@deakin.edu.au](sandra.herbert@deakin.edu.au) |  |\n\nRecommended Citation  \nLivy, S. L., Vale, C., & Herbert, S. (2016). Developing Primary Pre-service Teachers' Mathematical Content Knowledge During Practicum Teaching. Australian Journal of Teacher Education, 41 (2).  \n[http://dx.doi.org/10.14221/ajte.2016v41n2.10](http://dx.doi.org/10.14221/ajte.2016v41n2.10)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss2/10](http://ro.ecu.edu.au/ajte/vol41/iss2/10)  \nDeveloping Primary Pre-service Teachers’ Mathematical Content Knowledge During Practicum Teaching.  \nSharyn Livy  \nMonash University  \nColleen Vale  \nSandra Herbert  \nDeakin University  \nAbstract: While it is recognised that a teachers’mathematical content  \nknowledge (MCK) is crucial for teaching, less is known about when  \ndifferent categories of MCK develop during teacher education. This paper reports on two primary pre-service teachers, whose MCK was investigated during their practicum experiences in first, second and  \nfourth years of a four-year Bachelor of Education program. The  \nresults identify when and under what conditions pre-service teachers’  \ndeveloped different categories of their MCK during practicum.  \nFactors that assisted pre-service teachers to develop their MCK  \nincluded program structure providing breadth and depth of  \nexperiences; sustained engagement for learning MCK; and quality of  \npre-service teachers’ learning experiences.  \nIntroduction  \nAs mathematics teacher educators we aim to assist pre-service teachers to create interest in, and passion for, learning and teaching primary mathematics (Vale & Livy, 2013) . We are committed to ensuring our graduating teachers know their subject matter knowledge and are capable of demonstrating this knowledge when teaching primary mathematics. As part of the standards for teaching in Australia it is also expected that Australian teachers know the content they teach (Australian Institute for Teaching and School Leadership [AITSL], 2011; Teacher Education Ministerial Advisory Group [TEMAG], 2015) . Yet thereis ongoing concern within Australia that graduates are not equipped with the content knowledge they need for teaching and the integration of professional experience and theory needs to be improved (Parliament of Victoria Education and Training Committee, 2005; TEMAG, 2015). A review of teacher education suggested that professional experiences that is, teaching practicum, should be incorporated into each year of teacher education programs and pre-service teachers should practise teaching over a range of year levels (Parliament of Victoria Education and Training Committee, 2005). The recent TEMAG (2015) report recommends increasing pre-service teachers’ practicum experiences with an aim of improving the quality of teacher education programs to ensure that graduate teachers are classroom ready and meet the Graduate Level of the AITSL (2011) Professional Standards. A study designed to identify what and when pre-service teachers’ develop mathematical content knowledge (MCK) during their practicum experiences would be important for assisting the planning and structure of future practicum experiences that ensure pre-service teachers maximise their learning of MCK when in schools.  \nMCK underpins the decisions made by teachers for students’ learning and is a critical attribute of mathematics teachers’ knowledge (Rowland, Turner, Thwaites, & Huckstep, 2009) . The literature highlights the significance of different categories of MCK used to d","cbCainfqZxbSOkIZ","https://ap.wps.com/l/cbCainfqZxbSOkIZ","pdf",679579,23,"English","# Abstract\n## Introduction","[{\"question\":\"What does the study focus on regarding MCK development?\",\"answer\":\"The study examines when and under what conditions different categories of mathematical content knowledge (MCK) develop for primary pre-service teachers during practicum teaching across multiple years.\"},{\"question\":\"Who participated in the investigation and when were they observed?\",\"answer\":\"Two primary pre-service teachers were investigated during practicum experiences in their first, second, and fourth years of a four-year Bachelor of Education program.\"},{\"question\":\"Which factors are reported as helping pre-service teachers develop MCK?\",\"answer\":\"The paper reports that program structure providing breadth and depth of experiences, sustained engagement for learning MCK, and quality of pre-service teachers’ learning experiences helped development.\"}]","Developing Primary Pre-service Teachers' Mathematical Content Knowledge During Practicum Teaching - Article 10 | PDF",1792077732,58]