This study investigates the nature of the mathematical understanding possessed by
preservice teachers as they enter Early Childhood and Primary Teacher Education
Programmes. The subjects comprised thirty students divided into groups of ten to represent
three levels of mathematics competency as measured on a mathematics competency test.
Evidence of mathematical understanding was gathered from videotaped interviews in which
students were required to provide solutions for a set of six tasks. The analysis of student
performance included monitoring students' ability to provide multiple representations for
tasks as well as the students' demonstration of connections between mathematical ideas.
The results show that preservice teachers entering the Early Childhood and Primary
Teacher Education Programmes at the University of Canberra do so with weak
understanding of many of the mathematical concepts that are fundamental to primary level
mathematics curricula. The type of understanding demonstrated by these students was
predominantly instrumental in nature.
Differences between groups were found with reference to the amount of confidence and
interest displayed during tasks.
The implications of these results on mathematics teacher education are discussed.
The study identifies the need for alternative assessment protocol for mathematics screening
of preservice teachers. Discussion of appropriate techniques for the reconstruction of
mathematical understanding is also considered.
| Identifer | oai:union.ndltd.org:ADTP/218683 |
| Date | January 1994 |
| Creators | Wardlaw, Carole, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Carole Wardlaw |
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