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Using the results of diagnostic testing to promote mathematical pedagogical knowledge

Mays, Heather 2005, Using the results of diagnostic testing to promote mathematical pedagogical knowledge, in ATEA 2005 : Teacher education: local and global. Australian Teacher Education Association 33rd annual conference proceedings, Australian Teacher Education Association, [Gold Coast, Qld.], pp. 310-317.

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Title Using the results of diagnostic testing to promote mathematical pedagogical knowledge
Author(s) Mays, Heather
Conference name Australian Teacher Education Association. Conference (33rd : 2005 : Gold Coast, Qld.)
Conference location Surfers Paradise, Queensland
Conference dates 6 - 9 July 2005
Title of proceedings ATEA 2005 : Teacher education: local and global. Australian Teacher Education Association 33rd annual conference proceedings
Editor(s) Cooper, Maxine
Publication date 2005
Conference series Australian Teacher Education Association Conference
Start page 310
End page 317
Publisher Australian Teacher Education Association
Place of publication [Gold Coast, Qld.]
Summary Teachers require a range of knowledge bases, including both content knowledge and pedagogical knowledge (Shulman, 1986). In recent times there have been calls from a variety of sources for teacher preparation courses to improve the mathematical knowledge of teachers, particularly primary teachers. These calls have been underlined by the recent formation of bodies such as the Institutes of Teachers in Victoria and NSW, as well as the development of teaching standards by professional bodies including the Australian Association of Mathematics Teachers. Rather than simply adopt a "back-to-basics" approach, work is required that uses the results of educational research to design courses that help pre-service students to understand how and why errors are made (by themselves and by children in their own classrooms). Diagnostic testing of preservice students is the first step in the process. However, it is not enough to simply test students and to remediate their misconceptions. Instead, the aim is to use the results of the testing to improve students' pedagogical knowledge as well as their subject content knowledge. This paper outlines one approach to the use of diagnostic testing with pre-service students and how the results can be used to assist in the development of pedagogical knowledge.
ISBN 1920952381
9781920952389
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
HERDC Research category E1 Full written paper - refereed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005634

Document type: Conference Paper
Collection: School of Scientific and Developmental Studies in Education
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