Title |
Assessing Primary Preservice Teachers' Mathematical Competence |
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Author(s) |
Afamasaga-Fuata'i, Karoline |
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Editor |
Editor(s): Merrilyn Goos, Ray Brown and Katie Makar |
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Publisher |
Mathematics Education Research Group of Australasia (MERGA) |
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Abstract |
The diagnostic test results from a second cohort of preservice teachers in a longitudinal project are presented. Data analysis using the Rasch Model showed consecutive intakes' performances improved. However, diploma-education students consistently performed lower than foundation-education students. Item analyses indicate problem solving, fractions, and interpreting complex diagrams are most difficult. Findings suggest the university needs to address the mathematical needs of at-risk preservice teachers and to develop policies to regulate entry requirements and enhance course content and delivery. |
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Citation |
Navigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia, v.1, p. 43-49 |
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