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|Title:||Assessing Primary Preservice Teachers' Mathematical Competence||Contributor(s):||Afamasaga-Fuata'i, Karoline (author); Meyer, Paul (author); Falo, Naomi (author)||Publication Date:||2008||Handle Link:||https://hdl.handle.net/1959.11/10304||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.||Publication Type:||Conference Publication||Conference Details:||MERGA 31: 31st Annual Conference of the Mathematics Education Research Group of Australasia, Brisbane, Australia, 28th June - 1st July, 2008||Source of Publication:||Navigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia, v.1, p. 43-49||Publisher:||MERGA: Mathematics Education Research Group of Australasia Inc||Place of Publication:||Brisbane, Australia||Field of Research (FOR):||130208 Mathematics and Numeracy Curriculum and Pedagogy||Socio-Economic Objective (SEO):||930202 Teacher and Instructor Development||Peer Reviewed:||Yes||HERDC Category Description:||E1 Refereed Scholarly Conference Publication||Other Links:||http://www.merga.net.au/documents/RP12008.pdf
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|Appears in Collections:||Conference Publication|
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