How mathematics subject knowledge supports teaching and pupils’ learning
In the UK, having a negative attitude towards maths as subject is culturally acceptable (Attitudes towards Maths, 2015). Not only does the inability to understand and have knowledge in mathematics is deemed as acceptable, but around 20% of UK adults do not have basic numeracy skills, making it difficult for parents and carers to support their children’s learning (Williams, 2008). In primary schools, studies have shown that pupils could not give defining answers as to why mathematics are useful in later life, but only to demonstrate the importance to learn mathematics for future exams (Zsoldos-Marchis, 2015). A specialist mathematics teacher must overcome a variety obstacles, some that can be controlled and some that cannot (Attitudes towards
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Cotton (2016) suggests through research, that to teach mathematics, a teacher will effectively draw on three different forms of knowledge, which are mathematical subject knowledge, mathematics curriculum knowledge and pedagogical content knowledge. All three must be continually updated to keep professional development at the highest level of expectation.
Williams (2008) acknowledged in his review of Mathematics Teaching in Early Years Settings and Primary Schools, that poor mathematical results in primary schools was a result of poor mathematical subject knowledge amongst primary teachers’, therefore recommending the introduction of a mathematics specialist in each primary school. Such recommendations however, should not discourage schools and teachers to gain appropriate and up to date training about mathematics, and over the past decade, programmes, and courses to enhance subject knowledge have become a key fixture