Australian Journal of Teacher Education
Middle School Mathematics Pre-service Teacher’s Responses to a Mathematics Content and Specific Mathematics Pedagogy Intervention
Prospective middle school pre-service teachers’ knowledge and affect in Australia has had little empirical research. In this study, 108 graduate entry pre-service teachers were surveyed for their knowledge of middle years’ mathematics, confidence, and self-efficacy at the commencement of a mathematics curriculum course. It was found that their memory of middle years’ mathematics was very poor and this was accompanied by low levels of confidence and self-efficacy. An intervention was undertaken to address these issues. The findings are discussed in the context of the “genericism” of pre-service teacher preparation. In particular, the findings call into question the justification for pre-service entry to such a mathematics curriculum course on the basis of proxy measures of mathematics knowledge, without which the teaching of the discipline becomes challenging.
Norton, Stephen J.
"Middle School Mathematics Pre-service Teacher’s Responses to a Mathematics Content and Specific Mathematics Pedagogy Intervention,"
Australian Journal of Teacher Education: Vol. 44
, Article 1.
Available at: https://ro.ecu.edu.au/ajte/vol44/iss5/1
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