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dc.contributor.authorNorton, Stephenen_US
dc.date.accessioned2018-04-20T13:01:41Z
dc.date.available2018-04-20T13:01:41Z
dc.date.issued2017en_US
dc.identifier.issn1835-517Xen_US
dc.identifier.doi10.14221/ajte.2017v42n2.4en_US
dc.identifier.urihttp://hdl.handle.net/10072/339278
dc.description.abstracthe purpose of this paper is to examine trainee primary school teachers’ confidence in their mathematical content knowledge (MCK) and confidence to teach specific primary mathematics concepts (mathematics pedagogical content knowledge –MPCK) which was correlated to their actual MCK on specific tasks. For this correlational study survey and test data were collected from a cohort of 210 trainee teachers. It was found that confidence to do and to teach mathematics was reasonably strongly correlated with competence. Trainee teachers’ confidence varied greatly depending on the specific mathematics they were attempting. When presented with specific tasks, trainees were well aware of the link between personal numeracy levels and their potential to teach primary mathematics. A further finding was that the trainee teachers tended to over report their confidence. It is unknown if this is a cultural manifestation or a limitation of the scale. The data also add to the body of knowledge with respect to the MCK of about-to-graduate primary teachers.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherEdith Cowan Universityen_US
dc.relation.ispartofpagefrom47en_US
dc.relation.ispartofpageto61en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalAustralian Journal of Teacher Educationen_US
dc.relation.ispartofvolume42en_US
dc.subject.fieldofresearchTeacher Education and Professional Development of Educatorsen_US
dc.subject.fieldofresearchcode130313en_US
dc.titlePrimary Mathematics Trainee Teacher Confidence and its Relationship to Mathematical Knowledgeen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
dc.description.versionPublisheden_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyright© The Author(s) 2017. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author[s].en_US
gro.hasfulltextFull Text
gro.griffith.authorNorton, Stephen J.


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