Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/10883
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dc.contributor.authorAfamasaga-Fuata'i, Karolineen
dc.contributor.authorMeyer, Pen
dc.contributor.authorFalo, Nen
local.source.editorEditor(s): Jane Watson and Kim Beswicken
dc.date.accessioned2012-07-31T15:58:00Z
dc.date.issued2007en
dc.identifier.citationMathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia, v.1, p. 83-92en
dc.identifier.isbn9781920846138en
dc.identifier.urihttps://hdl.handle.net/1959.11/10883en
dc.description.abstractData collected from a diagnostics mathematics test taken by some primary student teachers are reported. Student responses were analysed using the Dichotomous Rasch Measurement Model. Error analyses enabled the identification of main misconceptions. Findings showed students performed relatively well with basic computations and visually presented data but struggled with word problems. The more complex and abstract the language used, the more difficult it became, implying that the critical skills of interpreting mathematical concepts, representations, and language and problem solving require explicit remediation. Implications for primary teacher education are provided.en
dc.languageenen
dc.publisherMERGA: Mathematics Education Research Group of Australasia Incen
dc.relation.ispartofMathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasiaen
dc.titlePrimary Student Teachers' Diagnosed Mathematical Competence in Semester One of their Studiesen
dc.typeConference Publicationen
dc.relation.conferenceMERGA 30: 30th Annual Conference of the Mathematics Education Research Group of Australasia, Hobart, Australia, 2nd - 7th July, 2007en
dc.subject.keywordsMathematics and Numeracy Curriculum and Pedagogyen
local.contributor.firstnameKarolineen
local.contributor.firstnamePen
local.contributor.firstnameNen
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:5393en
local.publisher.placeAdelaide, Australiaen
local.format.startpage83en
local.format.endpage92en
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:11079en
dc.identifier.academiclevelAcademicen
local.title.maintitlePrimary Student Teachers' Diagnosed Mathematical Competence in Semester One of their Studiesen
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.relation.urlhttp://www.merga.net.au/documents/RP22007.pdfen
local.relation.urlhttp://www.merga.net.au/node/38?year=2007en
local.conference.detailsMERGA 30: 30th Annual Conference of the Mathematics Education Research Group of Australasia, Hobart, Australia, 2nd - 7th July, 2007en
local.description.statisticsepubsVisitors: 291<br />Views: 289<br />Downloads: 0en
local.search.authorAfamasaga-Fuata'i, Karolineen
local.search.authorMeyer, Pen
local.search.authorFalo, Nen
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