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Abstract

"When someone is told that their performance is not up to a required standard, there can be a tendency to react negatively and to lose confidence. Some deal with this by ignoring or withdrawing from the stressful situation while others face the issue and work to improve. The delivery of the first year unit Becoming Multiliterate as part of the BEd (Primary) and BEd (Early Childhood Studies) courses at Edith Cowan University entailed students completing diagnostic tasks in mathematics, writing and science at the start of the semester to identify their weaknesses. Students were then provided with targeted support to enable them to reach identified benchmarks. This paper reports on how the diagnosis and intervention stages in the mathematics module used approaches designed to develop improved skills without decreasing levels of confidence amongst the students. Given that teacher registration bodies are likely to introduce literacy and numeracy standards for graduating teachers in the near future, the strategies used could be applied to similar courses elsewhere."

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