Education Commons^™

Preservice Teachers As Document Detectives, Lorna Quinnell, Radha Iyer, Bronwyn Ewing

Australian Journal of Teacher Education

Literacy today relies on a readers’ ability to analyse text critically. This case study investigated preservice teachers’ critical analysis of media text containing visuals and representations. In particular, the analysis focused on mathematical factors that impact on readers’ interpretation of diverse visuals.

Data was gathered from the 23 preservice teachers, enrolled in the Graduate Diploma program at one Australian university. They participated in a series of mathematics learning sessions focused on the critical analysis of a selection of media items.

The paper argues that the ability to critically analyse graphs and visuals relies on mathematical knowledge and that the ability …

Middle School Mathematics Pre-Service Teacher’S Responses To A Mathematics Content And Specific Mathematics Pedagogy Intervention, Stephen J. Norton

Australian Journal of Teacher Education

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 …

An Application Of The Solo Taxonomy To Classify Strategies Used By Pre-Service Teachers To Solve “One Question Problems”, Joanne C. Caniglia, Michelle Meadows

Australian Journal of Teacher Education

: The purpose of this article is to report on the strategies of secondary mathematics pre-service teachers (PSTs) as they solved conceptually rich problems. Using the Structure of Observed Learning Outcomes by Biggs and C (1982) (SOLO) Taxonomy, 15 PSTs’ solutions (in groups of 3 or 4) were analyzed by a panel of three mathematics educators. In addition, the authors studied questions posed by PSTs during their student teaching experiences through video analysis. Questions were then categorized using Crespo’s criteria of problem posing. Results showed a significant majority of the problems posed were procedural while PSTs own problem solutions showed …

“I Learned Quite A Lot Of The Maths Stuff Now That I Think Of It”: Māori Medium Students Reflecting On Their Initial Teacher Education, Ngārewa Hāwera, Merilyn Taylor

Australian Journal of Teacher Education

Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Māori medium ITE students’ perceptions of mathematics education in Aotearoa New Zealand. A thematic and qualitative analysis of a focused group discussion provides insights into key factors that students reported as significant links between their university and practicum experiences (teaching practice in schools). Some suggestions for strengthening that programme were also expressed. Findings indicate …

Digital Story-Based Problem Solving Applications: Preservice Primary Teachers’ Experiences And Future Integration Plans, Çiğdem Kilic, Hatice Sancar-Tokmak

Australian Journal of Teacher Education

This case study investigates how preservice primary school teachers describe their experiences with digital story-based problem solving applications and their plans for the future integration of this technology into their teaching. Totally 113 preservice primary school teachers participated in the study. Data collection tools included a questionnaire with three open-ended questions and focus group interviews. The data were analyzed using content analysis by combining manifest and latent techniques. Most of the preservice primary teachers described positive experiences about digital story-based problem solving applications by emphasizing on that they contribute to both their own and their students’ learning, development, and attitudes. …

Developing Primary Pre-Service Teachers' Mathematical Content Knowledge During Practicum Teaching, Sharyn L. Livy, Colleen Vale, Sandra Herbert

Australian Journal of Teacher Education

While it is recognised that a teachers’ mathematical content knowledge (MCK) is crucial for teaching, less is known about when different categories of MCK develop during teacher education. This paper reports on two primary pre-service teachers, whose MCK was investigated during their practicum experiences in first, second and fourth years of a four-year Bachelor of Education program. The results identify when and under what conditions pre-service teachers’ developed different categories of their MCK during practicum. Factors that assisted pre-service teachers to develop their MCK included program structure providing breadth and depth of experiences; sustained engagement for learning MCK; and …

Second-Year Pre-Service Teachers’ Responses To Proportional Reasoning Test Items, Sharyn Livy, Sandra Herbert

Australian Journal of Teacher Education

A recent international study of pre-service teachers identified that proportional reasoning was problematic for pre-service teachers. Proportional reasoning is an important topic in the middle years of schooling and therefore it is critical that teachers understand this topic and can rely on their Mathematical Content Knowledge (MCK) when teaching. The focus of this paper is second-year Australian primary pre-service teachers’ MCK of real number items related to ratio, rate, proportion and proportional reasoning. This paper reports on strengths and weakness of pre-service teachers’ MCK when responding to test items; including a method suitable for analysing responses to five items and …

The Fitzroy Valley Numeracy Project: Assessment Of Early Changes In Teachers’ Self-Reported Pedagogic Content Knowledge And Classroom Practice, Lorraine Jacob, Andrew Mcconney

Australian Journal of Teacher Education

The Fitzroy Valley Numeracy Project (FVNP) was designed to improve numeracy outcomes for Indigenous students by developing a systematic, co-ordinated approach to teaching primary school mathematics. In this study, using early project data, we examine FVNP teachers’ self‑reported pedagogic content knowledge and classroom practice from initial and follow up questionnaires, as well as interviews from case study teachers. After the first FVNP year, teachers reported being better able to plan focused mathematics lessons and to monitor student learning. On the other hand, teachers also felt less able to make mathematics explicit to students and their confidence in providing engaging activities …

A Professional Experience Learning Community For Pre-Service Secondary Mathematics Teachers, Michael S. Cavanagh, Thomas Garvey

Australian Journal of Teacher Education

This paper reports the development and implementation of a collaborative professional experience learning community for a group of nine pre-service secondary mathematics teachers. The pre-service teachers and their methods lecturer made 12 school visits over one academic year to a local secondary school. The pre-service teachers observed and co-taught problem-solving lessons in two Year 8 classes. They discussed the lessons with the teacher and the university lecturer, and later posted reflective comments to an online forum. Data from questionnaires, interviews, and reflections indicate that participation in the learning community helped pre-service teachers make stronger links between theory and practice, learn …

Supporting Teachers’ Professional Learning At A Distance: A Model For Change In At-Risk Contexts, Elizabeth A. Warren, Janine Quine, Eva Devries

Australian Journal of Teacher Education

This paper examines the effectiveness of a professional learning model developed to support early years teachers in rural and remote communities in Queensland as they began to implement the Australian Curriculum in Mathematics. The data are drawn from 35 teachers at the initial stage of a large, four year longitudinal study RoleM (Representations, oral language and engagement in Mathematics). The particular aims of the longitudinal study are to (a) identify effective pedagogical practices that may assist young Indigenous Australian students to negotiate Western mathematical understanding, and (b) investigate professional learning models that best support teachers within this context. The data …