Knowing mathematics to be a teacher

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Knowing mathematics to be a teacher

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Publication Article, peer reviewed scientific
Title Knowing mathematics to be a teacher
Author(s) Meaney, Tamsin ; Lange, Troels
Date 2012
English abstract
The limited mathematical knowledge of preservice 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 preservice teachers have appropriate knowledge of primary school mathematics. In our study, the preservice teachers identify some benefits for being tested, but these were often related to having sufficient knowledge so that they did not lose face in front of students. We suggest that this emphasis on performance could exacerbate preservice teachers’ reliance on procedural rather than conceptual understanding. Thus, there needs to be consideration of the type of testing that is instituted so that it connects to preservice teachers’ professional identities as teachers.
Link http://www.merga.net.au/documents/MTED_14_2_Meaney_Lange.pdf (external link to publication)
Publisher Mathematics Education Research Group of Australasia
Host/Issue Mathematics Teacher Education and Development;2
Volume 14
ISSN 1442-3901
Pages 50-69
Language eng (iso)
Subject(s) mathematics knowledge
preservice teachers
institutional responses
identity
assessment
Humanities/Social Sciences
Research Subject Categories::HUMANITIES and RELIGION
Handle http://hdl.handle.net/2043/15737 (link to this page)

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