Student primary teachers improving their mathematics subject knowledge: cognition and affect intertwined

Sheila Henderson

    Research output: Contribution to journalArticle

    1 Citation (Scopus)

    Abstract

    This paper describes a study conducted with a random sample of 80 student primary teachers drawn from all four years of the Bachelor of Education (BEd) programme at a teacher education institution in Scotland, with a view to determining why there were such differing levels of engagement with an online maths assessment. The assessment was created in an attempt to address deficiencies in subject knowledge in order to reduce the amount of time spent on mathematics remediation, and to raise awareness of the levels of mathematics competence required in the primary classroom. Study of the reasons behind the differing patterns of engagement with the assessment revealed that two thirds of the group were able to reach a competence threshold and often to improve upon it by some way; a worrying third of the students, however, made little attempt to use the tool to improve their subject knowledge. A further finding indicated that students who engaged with the online assessment reported improving levels of confidence in mathematics.

    Original languageEnglish
    Pages (from-to)375-387
    Number of pages13
    JournalJournal of Education for Teaching
    Volume38
    Issue number4
    DOIs
    Publication statusPublished - 2012

    Keywords

    • BELIEFS
    • SELF-EFFICACY
    • motivation
    • confidence
    • mathematics subject knowledge
    • affect

    Cite this

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    Student primary teachers improving their mathematics subject knowledge: cognition and affect intertwined. / Henderson, Sheila.

    In: Journal of Education for Teaching, Vol. 38, No. 4, 2012, p. 375-387.

    Research output: Contribution to journalArticle

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