Teachers play a crucial role in the mathematical learning outcomes of their students. The quality of teachers’ mathematical knowledge has been of interest to key stakeholders and several lines of inquiry have been running in an effort to better understand the kinds of knowledge that mathematics teachers need to acquire and use to drive their lessons. Despite a decade of research in this area, the interconnections amongst the various strands of knowledge required by mathematics teachers is still unclear. In this report we attempt to investigate this issue by focusing on procedural and conceptual knowledge utilised in the assessment responses of a cohort of prospective teachers.
Forrester, P. A. & Chinnappan, M. (2010). The predominance of procedural knowledge in fractions. In L. Sparrow, B. Kissane & C. Hurst (Eds.), Shaping the future of mathematics education MERGA33 (pp. 185-192). Fremantle, WA: MERGA Inc.