Faculty of Education - Theses

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Start date: 1960 × Type: Masters Coursework thesis × Subject: Primary school teachers × Subject: Training of ×

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    Remediating the elementary mathematics of prospective primary school teachers
    Pateman, Neil A (1941-) ( 1980)
    Three areas are reviewed: the knowledge of prospective primary teachers of basic mathematics, remediation programs in mathematics and the use of calculators as a learning aid in mathematics. A remediation program is described involving a diagnostic pre-test and consequent assignment to one of three treatments: self-study, group tutorials or individual tutorials. The purpose of the 10 week program is to help prospective primary teachers meet a competency requirement in mathematics which is mandatory for progress beyond the third semester of a six-semester course of primary teacher training at a Victorian university. The program covers understanding and knowledge of place value, whole number decimals and fraction operations, percentages, averages and measurement including metrics. The group tutorials were given one of two treatments: the use of calculators during the remedial program, or the same program without calculators. Seven hypotheses related to the effects of the program are described. Post-testing after the 10 weeks of the program showed very large gains by each of the three groups. However the calculator group showed no difference from the non-calculator group, a finding consistent with the literature. Discussion of the results and pointers for future study conclude the study, with one recommendation being that mathematics specialists be appointed to primary schools.
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    Approaches to learning mathematics in pre-service primary teachers
    Buckingham, Elizabeth Ann ( 1991)
    This study, about approaches to learning mathematics in pre-service primary teachers, sought to determine their quality of learning and to what extent their performance in mathematics could be shown to correspond with perspectives of mathematical knowledge. From the main sample of 92 First Years, data was collected on attitudes to mathematics, performance in other areas and mathematical workings. Error analysis and a system of indicators was used to determine quality of learning, using Saljo's scale (1984) and to relate the workings and attitudes to two schemes of perspectives on knowledge. These were Perry's Scheme (1968) and that of Belenky, Clinchy, Goldberger and Tarule (1986). The workings, approaches to learning and perspectives of two students who were interviewed, were used to relate the main sample findings to the schemes. The mathematical workings and explanations of these two students, who had failed the First Year mathematics unit, were related to Perry's 'dualist' and 'multiplist' perspectives and Belenky et al.'s 'Received Knowledge'. Many of those who failed the unit and some who had passed, appeared to have similarly low level perspectives on mathematical knowledge. Many responses of the passing students appeared to be associated with higher level learning and perspectives.