Assessing Primary Preservice Teachers' Mathematical Competence

Author(s)
Afamasaga-Fuata'i, Karoline
Meyer, Paul
Falo, Naomi
Publication Date
2008
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.
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
ISBN
9781920846169
9781920846176
Link
https://hdl.handle.net/1959.11/10304
Publisher
Mathematics Education Research Group of Australasia (MERGA)
Title
Assessing Primary Preservice Teachers' Mathematical Competence
Type of document
Conference Publication
Entity Type
Publication

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