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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/10304
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dc.contributor.authorAfamasaga-Fuata'i, Karolineen
dc.contributor.authorMeyer, Paulen
dc.contributor.authorFalo, Naomien
local.source.editorEditor(s): Merrilyn Goos, Ray Brown and Katie Makaren
dc.date.accessioned2012-05-31T14:38:00Z-
dc.date.issued2008-
dc.identifier.citationNavigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia, v.1, p. 43-49en
dc.identifier.isbn9781920846169en
dc.identifier.isbn9781920846176en
dc.identifier.urihttps://hdl.handle.net/1959.11/10304-
dc.description.abstractThe 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.en
dc.languageenen
dc.publisherMathematics Education Research Group of Australasia (MERGA)en
dc.relation.ispartofNavigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasiaen
dc.titleAssessing Primary Preservice Teachers' Mathematical Competenceen
dc.typeConference Publicationen
dc.relation.conferenceMERGA 31: 31st Annual Conference of the Mathematics Education Research Group of Australasiaen
dc.subject.keywordsMathematics and Numeracy Curriculum and Pedagogyen
local.contributor.firstnameKarolineen
local.contributor.firstnamePaulen
local.contributor.firstnameNaomien
local.subject.for2008130208 Mathematics and Numeracy Curriculum and Pedagogyen
local.subject.seo2008930202 Teacher and Instructor Developmenten
local.profile.schoolAdministrationen
local.profile.emailkafamasa@une.edu.auen
local.output.categoryE1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordpes:6104en
local.date.conference28th June - 1st July, 2008en
local.conference.placeBrisbane, Australiaen
local.publisher.placeBrisbane, Australiaen
local.format.startpage43en
local.format.endpage49en
local.peerreviewedYesen
local.identifier.volume1en
local.contributor.lastnameAfamasaga-Fuata'ien
local.contributor.lastnameMeyeren
local.contributor.lastnameFaloen
dc.identifier.staffune-id:kafamasaen
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:10499en
dc.identifier.academiclevelAcademicen
local.title.maintitleAssessing Primary Preservice Teachers' Mathematical Competenceen
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.relation.urlhttp://www.merga.net.au/documents/RP12008.pdfen
local.relation.urlhttp://www.merga.net.au/node/38?year=2008en
local.conference.detailsMERGA 31: 31st Annual Conference of the Mathematics Education Research Group of Australasia, Brisbane, Australia, 28th June - 1st July, 2008en
local.search.authorAfamasaga-Fuata'i, Karolineen
local.search.authorMeyer, Paulen
local.search.authorFalo, Naomien
local.uneassociationUnknownen
local.year.published2008en
local.date.start2008-06-28-
local.date.end2008-07-01-
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