This study critically examines the mathematics knowledge of pre-service post-primary mathematics teachers (N = 85) on commencing their Professional Master of Education (Level 9) initial teacher education (ITE) programme across four institutions in Ireland. Given the nature of a consecutive approach to mathematics teacher education, pre-service teachers enter their ITE programme from a variety of undergraduate degree backgrounds and it is largely accepted that their mathematical content knowledge does not change during their teacher qualification programme. This study utilises a paper-and-pencil test to assess participants’ cognitive and conceptual proficiency with curriculum-aligned mathematical content. Between group comparisons in relation to participants’ undergraduate studies and cognitive and conceptual proficiency are also examined. The data suggest that pre-service teachers demonstrate a strong proficiency with Junior Cycle curriculum-aligned content and poor proficiency with Senior Cycle content, irrespective of the curriculum strand. In addition, significant mean differences exist between participants who had undertaken undergraduate degree studies in physics and mathematics in comparison to other degree programmes. Such investigations are essential given the increased focused on developing highly qualified teachers and policy revisions on ITE programmes. This research alerts us to issues within ITE programmes that may be addressed prior to mathematics teachers’ induction into the profession.

本研究批判性地考察了职前小学后数学教师的数学知识（N= 85) 在爱尔兰的四个机构开始他们的专业教育硕士（9 级）初始教师教育 (ITE) 计划。鉴于数学教师教育连续方法的性质，职前教师从各种本科学位背景进入他们的 ITE 计划，并且人们普遍认为他们的数学内容知识在他们的教师资格计划期间不会改变。本研究利用纸笔测试来评估参与者对课程对齐数学内容的认知和概念熟练程度。还检查了与参与者的本科学习以及认知和概念熟练程度相关的组间比较。数据表明，职前教师对初级周期课程对齐的内容表现出很强的熟练程度，而对高级周期内容的熟练程度很低，无论课程链如何。此外，与其他学位课程相比，攻读物理和数学本科学位的参与者之间存在显着的平均差异。鉴于越来越重视培养高素质教师和对 ITE 计划的政策修订，此类调查至关重要。这项研究提醒我们注意 ITE 计划中的问题，这些问题可能在数学教师进入该行业之前得到解决。与其他学位课程相比，攻读物理和数学本科学位的参与者之间存在显着的平均差异。鉴于越来越重视培养高素质教师和对 ITE 计划的政策修订，此类调查至关重要。这项研究提醒我们注意 ITE 计划中的问题，这些问题可能在数学教师进入该行业之前得到解决。与其他学位课程相比，攻读物理和数学本科学位的参与者之间存在显着的平均差异。鉴于越来越重视培养高素质教师和对 ITE 计划的政策修订，此类调查至关重要。这项研究提醒我们注意 ITE 计划中的问题，这些问题可能在数学教师进入该行业之前得到解决。