Flegg, Nicholas and Trimmer, Karen (2015) Maths challenges for pre-service teachers. In: Mainstreams, margins and the spaces in-between: new possibilities for education research. Routledge Research in Education. Taylor & Francis (Routledge), Abingdon, Oxford, pp. 181-194. ISBN 978-1-138-02138-9
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Abstract
This chapter reviews literature on maths anxiety, numeracy levels and equity issues in order to clarify maths challenges experienced by pre-service primary teachers. Vignettes drawn from data from an on-going research project are utilised to highlight the issues impacting two cohorts of pre-service teachers. Specific maths help is often un-targeted and groups thought to be at high risk are often on the margins and miss out on needed help because it is not effectively offered and/or is culturally inappropriate. These challenges have high significance as many current pre-service Education students exhibit difficulties with maths. The chapter concludes by discussing the question of ‘Where to next?’
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Statistics for this ePrint Item |
| Item Type: | Book Chapter (Commonwealth Reporting Category B) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Accepted version deposited in accordance with the copyright policy of the publisher. |
| Faculty/School / Institute/Centre: | Historic - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education (1 Jul 2013 - 30 Jun 2019) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education (1 Jul 2013 - 30 Jun 2019) |
| Date Deposited: | 23 Feb 2015 02:33 |
| Last Modified: | 29 Jun 2018 05:20 |
| Uncontrolled Keywords: | maths anxiety, numeracy level, pre-service primary teacher |
| Fields of Research (2008): | 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy |
| Socio-Economic Objectives (2008): | C Society > 93 Education and Training > 9301 Learner and Learning > 930101 Learner and Learning Achievement |
| Identification Number or DOI: | https://doi.org/10.4324/9781315777818 |
| URI: | http://eprints.usq.edu.au/id/eprint/25605 |
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