Subject matter knowledge and pedagogical content knowledge in the learning diaries of prospective mathematics teachers

In this study, 26 learning diaries by prospective mathematics teachers were analysed in order to describe the characteristics of mathematical and pedagogical knowledge discussed therein and to evaluate the potential and limitations of the learning diary in mathematics teacher education. Conceptualisations of teacher knowledge are typically discussed in terms of subject matter knowledge, pedagogical knowledge and pedagogical content knowledge. A central goal of mathematics teacher education is to strengthen all of these areas of competency. The results of this study indicate that, although the learning diary is a potential learning tool, prospective mathematics teachers tend to emphasise pedagogical content knowledge, placing less stress on subject matter knowledge. Consequently, more structured learning diary tasks could be used to support all the components of mathematical knowledge for teaching.