Secondary pre-service teachers’ experiences in a numeracy course

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In Australia, numeracy is one of the general capabilities of the national curriculum and one of the required standards for graduating teachers. Thus, regardless of the grade level or subject area, teachers are expected to incorporate numeracy into their teaching. At Monash University in Melbourne, Australia, students in the Master of Teaching (MTeach) program are required to complete a numeracy course, Numeracy for Learners and Teachers, in order to prepare them to meet the demands of their profession. In this chapter, we focus on the views, capabilities, and experiences, as ascertained through pre- and post-course questionnaires, of secondary pre-service teachers (PSTs) enrolled in this course. All secondary PSTs in Australia are subject area specialists, whereas elementary PSTs are generalists. We compare the views, capabilities, and experiences of elementary and secondary PSTs to consider differences between generalist and specialist groups. Additionally, within the group of secondary PSTs, we draw comparisons between those with STEM (science, technology, engineering, and mathematics) specialisms and those with non-STEM specialisms, in order to investigate possible influences of the PSTs’ educational backgrounds prior to enrolling in the MTeach program.
Original languageEnglish
Title of host publicationBorders in Mathematics Pre-Service Teacher Education
EditorsNenad Radakovic, Limin Jao
Place of PublicationCham Switzerland
Number of pages16
ISBN (Electronic)9783030442927
ISBN (Print)9783030442910
Publication statusPublished - 2020


  • Numeracy
  • Teacher education programs
  • Pre-service teachers
  • STEM
  • Australia

Cite this

Hall, J., & Forgasz, H. J. (2020). Secondary pre-service teachers’ experiences in a numeracy course. In N. Radakovic, & L. Jao (Eds.), Borders in Mathematics Pre-Service Teacher Education (1st ed., pp. 75-90). Springer.