Primary Student Teachers' Diagnosed Mathematical Competence in Semester One of their Studies

Abstract

Data 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.