Assessing Primary Preservice Teachers' Mathematical Competence

Karoline Afamasaga-Fuata'i; Paul Meyer; Naomi Falo

Assessing Primary Preservice Teachers' Mathematical Competence

Karoline Afamasaga-Fuata'i
, Paul Meyer
, Naomi Falo

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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.

Original language	English
Title of host publication	Navigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia
Editors	Merrilyn Goos, Ray Brown, Katie Makar
Place of Publication	Brisbane, Australia
Publisher	Mathematics Education Research Group of Australasia (MERGA)
Pages	43-49
Volume	1
ISBN (Print)	9781920846169, 9781920846176
Publication status	Published - 2008
Event	MERGA 31: 31st Annual Conference of the Mathematics Education Research Group of Australasia - Brisbane, Australia Duration: 28 Jun 2008 → 1 Jul 2008

Conference

Conference	MERGA 31: 31st Annual Conference of the Mathematics Education Research Group of Australasia
City	Brisbane, Australia
Period	28/06/08 → 1/07/08

Keywords

Mathematics and Numeracy Curriculum and Pedagogy

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https://hdl.handle.net/1959.11/10304

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Afamasaga-Fuata'i, K., Meyer, P., & Falo, N. (2008). Assessing Primary Preservice Teachers' Mathematical Competence. In M. Goos, R. Brown, & K. Makar (Eds.), Navigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia (Vol. 1, pp. 43-49). Mathematics Education Research Group of Australasia (MERGA). https://hdl.handle.net/1959.11/10304

Afamasaga-Fuata'i, Karoline ; Meyer, Paul ; Falo, Naomi. / Assessing Primary Preservice Teachers' Mathematical Competence. Navigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. editor / Merrilyn Goos ; Ray Brown ; Katie Makar. Vol. 1 Brisbane, Australia : Mathematics Education Research Group of Australasia (MERGA), 2008. pp. 43-49

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title = "Assessing Primary Preservice Teachers' Mathematical Competence",

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.",

keywords = "Mathematics and Numeracy Curriculum and Pedagogy",

author = "Karoline Afamasaga-Fuata'i and Paul Meyer and Naomi Falo",

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isbn = "9781920846169",

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editor = "Merrilyn Goos and Ray Brown and Katie Makar",

booktitle = "Navigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia",

publisher = "Mathematics Education Research Group of Australasia (MERGA)",

note = "MERGA 31: 31st Annual Conference of the Mathematics Education Research Group of Australasia ; Conference date: 28-06-2008 Through 01-07-2008",

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Afamasaga-Fuata'i, K, Meyer, P & Falo, N 2008, Assessing Primary Preservice Teachers' Mathematical Competence. in M Goos, R Brown & K Makar (eds), Navigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. vol. 1, Mathematics Education Research Group of Australasia (MERGA), Brisbane, Australia, pp. 43-49, MERGA 31: 31st Annual Conference of the Mathematics Education Research Group of Australasia, Brisbane, Australia, 28/06/08. <https://hdl.handle.net/1959.11/10304>

Assessing Primary Preservice Teachers' Mathematical Competence. / Afamasaga-Fuata'i, Karoline; Meyer, Paul; Falo, Naomi.
Navigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. ed. / Merrilyn Goos; Ray Brown; Katie Makar. Vol. 1 Brisbane, Australia: Mathematics Education Research Group of Australasia (MERGA), 2008. p. 43-49.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Assessing Primary Preservice Teachers' Mathematical Competence

AU - Afamasaga-Fuata'i, Karoline

AU - Meyer, Paul

AU - Falo, Naomi

PY - 2008

Y1 - 2008

N2 - 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.

AB - 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.

KW - Mathematics and Numeracy Curriculum and Pedagogy

UR - http://www.merga.net.au/documents/RP12008.pdf

UR - http://www.merga.net.au/node/38?year=2008

M3 - Conference contribution

SN - 9781920846169

SN - 9781920846176

VL - 1

SP - 43

EP - 49

BT - Navigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia

A2 - Goos, Merrilyn

A2 - Brown, Ray

A2 - Makar, Katie

PB - Mathematics Education Research Group of Australasia (MERGA)

CY - Brisbane, Australia

T2 - MERGA 31: 31st Annual Conference of the Mathematics Education Research Group of Australasia

Y2 - 28 June 2008 through 1 July 2008

ER -

Afamasaga-Fuata'i K, Meyer P, Falo N. Assessing Primary Preservice Teachers' Mathematical Competence. In Goos M, Brown R, Makar K, editors, Navigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. Vol. 1. Brisbane, Australia: Mathematics Education Research Group of Australasia (MERGA). 2008. p. 43-49

Assessing Primary Preservice Teachers' Mathematical Competence

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