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• W11782686 abstract "The diagnostic test results from a second cohort of preservice teachers in a longitudinal project are presented. Data analysis using the Rasch Model showed consecutive intakes’ performances improved. However, diploma-education students consistently performed lower than foundation-education students. Item analyses indicate problem solving, fractions, and interpreting complex diagrams are most difficult. Findings suggest the university needs to address the mathematical needs of at-risk preservice teachers and to develop policies to regulate entry requirements and enhance course content and delivery. Professional Teaching Standards mandate teachers demonstrate excellence in their knowledge of the subject content and how to teach that content to students (NSWIT, 2007) otherwise they struggle to effectively “design mathematically accurate explanations that are comprehensible and useful for students … and interpret and make mathematical and pedagogical judgements about students’ questions, solutions, problems and insights (both predictable and unusual)” (Ball, Bass, & Hill, 2004, p. 59). Also, Hill, Rowan, and Ball (2005) found in their empirical study, elementary mathematics teachers’ knowledge had a significant positive impact on student achievement gains at first and third grades. Students and teachers in Samoan schools are predominantly Samoan. Unlike the cultural identity crisis Samoan students experience when studying overseas, those in Samoa undergo a seamless practice of Samoan customs and traditions including the infusion of Samoan values in their formal schooling and daily home practices. Consequently, problems students face when learning mathematics, is not primarily attributed to social cultural factors as the situation would be for Samoans studying in New Zealand or Australian schools where the dominant culture of the particular country is privileged. For example, Anthony and Walshaw (2007) present evidence from intervention studies conducted to specifically address the needs of Pasifika students in New Zealand schools against a backdrop of continuously low mathematics achievement in numeracy and international tests. In contrast, problems learning mathematics more meaningfully in Samoa may be the result of untrained teachers who are not competent to teach mathematics, poor pedagogical practices, and/or the mismatch between the prescribed, taught and examined curriculum. To address a small part of these problems, the Samoan study reported here, focussed only on the identification of Samoan primary PS teachers’ knowledge of the mathematics content they are expected to teach. Because of the continuously poor performance of primary students during national numeracy tests and later on, as secondary students in their national mathematics examinations (Afamasaga-Fuata’i, 2002), it became increasingly important for the country’s only teacher education provider, that mathematical competence levels and needs of incoming PS teachers be identified initially at the point of entry so that timely remediation could be provided for at-risk students, and longitudinally during the program to monitor student progress and before exit to ensure graduate primary teachers are certified mathematically competent (Afamasaga-Fuata’i, Meyer, Falo, & Sufia, 2007). The presented data focuses only on the diagnosis of two consecutive cohorts of PS teachers’ mathematics content knowledge as measured by a written test. The paper’s focus questions are: (1) What are the levels of mathematical competence of the 2006 intakes into the entry foundation programs? (2) What are the trends of mathematical performances of the two consecutive intakes for the foundation education and diploma education programs? (3) What are some of the concerns emerging from these preservice comparisons for the university?" @default.
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• W11782686 date "2008-01-01" @default.
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• W11782686 title "Assessing Primary Preservice Teachers' Mathematical Competence" @default.
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