Using the Knowledge Quartet to quantify mathematical knowledge in teaching: the development of a protocol for Initial Teacher Education

Abstract

This study examined trainee teachers' mathematical knowledge in teaching (MKiT) over their final year in a US Initial Teacher Education (ITE) programme. This paper reports on an exploratory methodological approach taken to use the Knowledge Quartet to quantify MKiT through the development of a new protocol to code trainees' teaching of mathematics lessons. This approach extends Rowland's et al. work on the Knowledge Quartet (KQ). Justification for using the KQ to quantify MKiT, and the potential benefits such an attempt might provide those involved with ITE, are discussed. It is suggested that quantified MKiT data based on the Knowledge Quartet can be used to consider MKiT development in novice teachers in order to inform ITE programmes and form new theoretical loops between theory and practice in teacher education.