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    Preliminary Investigations of Pre-service Teacher Numeracy

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    Fulltext not available
    Authors
    Cooke, Audrey
    Date
    2014
    Type
    Conference Paper
    
    Metadata
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    Citation
    Cooke, A. 2014. Preliminary Investigations of Pre-service Teacher Numeracy, in J. Anderson, M. Cavanagh, A. Prescott (ed), Curriculum in Focus: Research Guided Practice - 37th annual conference of the Mathematics Education Research Group of Australasia, Jun 29 2014. Sydney: MEGRA Inc.
    Source Title
    Curriculum in Focus: Research Guided Practice
    Source Conference
    MEGRA 37 Curriculum in Focus: Research Guided Practice
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/11512
    Collection
    • Curtin Research Publications
    Abstract

    It is essential that pre-service teacher educators address pre-service teacher numeracy butwith careful consideration as it incorporates more than mathematics skills. Numeracy alsoinvolves disposition towards mathematics—attitudes, confidence and mathematics anxiety;that is, the level of willingness to use mathematics skills. As part of an emphasis ondeveloping pre-service teacher numeracy, a new first year unit was introduced. Pre-serviceteachers were given tools to investigate their competence, attitudes towards, confidencewith, and anxiety regarding mathematics. This paper outlines the changes that wereidentified in the numeracy of these pre-service teachers at the completion of the unit.

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