ABSTRACT
Through exploring mathematics in a new way, they gradually change their view of what being ‘good at mathematics’ is and can begin to see themselves as mathematicians. Introducing their pupils to a form of mathematics that they have recently experienced themselves allows them to be both tentative in terms of the possible outcomes whilst being secure in the process. They know, or they trust, that interesting things will happen in terms of children learning mathematics. This chapter offers a definition of subject knowledge for teaching mathematics. It argues that there is a direct link between good mathematical subject knowledge and effective teaching and learning of mathematics. The chapter suggests that there is a direct connection between having good subject knowledge and being able to make appropriate choices about the way in which to teach particular mathematical ideas.
