Growth of pedagogical content knowledge and ‘understanding mathematics in depth’: conceptions of pre-service teachers

It is generally agreed that good subject knowledge is an important prerequisite for successful teaching. However, what constitutes good subject knowledge is debated, with multiple perspectives taken by policymakers, researchers and schools. This article reports on research into interpretations of ‘understanding mathematics in depth’ (UMID) of pre-service secondary mathematics teachers at an English university, some of whom had completed a...