Preservice students' responses to being tested on their primary school mathematical knowledge

Tamsin Meaney, Troels Lange

    Research output: Book chapter/Published conference paperConference paperpeer-review

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    Abstract

    The limited mathematical knowledge of pre-service primary teachers is an international concern. The areas of mathematical difficulties have been well documented, which has led to many universities instituting testing regimes to ensure that their pre-service teachers have appropriate knowledge of primary school mathematics. In this study, the pre-service teachers identify some benefits for being tested, but these were often related to having sufficient knowledge so that they did not loose face in front of a class. It is suggested that these students' emphasis on performance rather than competence could exacerbate a reliance on procedural rather than conceptual understanding.
    Original languageEnglish
    Title of host publicationShaping the future of mathematics education, 33rd annual conference of the Mathematics Education Research Group of Australasia
    EditorsC Hurst C Hurst
    Place of PublicationFremantle, WA
    PublisherMERGA
    Pages399-406
    Number of pages8
    ISBN (Electronic)0959684468
    Publication statusPublished - 2010
    EventAnnual conference of the Mathematics Education Research Group of Australasia - Fremantle, WA
    Duration: 03 Jul 201007 Jul 2010

    Conference

    ConferenceAnnual conference of the Mathematics Education Research Group of Australasia
    Period03/07/1007/07/10

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