We can order by rote but can't partition: we didn't learn a rule

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review


Improving numeracy performance of all students across Victoria is a government priority. A key element of this initiative lies with tertiary institutions that are responsible for adequately preparing pre-service teachers for teaching primary mathematics. This paper examines data from a larger, longitudinal study of primary preservice teachers` mathematical content knowledge and focuses on responses to fraction tasks by nine pre-service teachers in the study who are in the final year of their course. Two dimensions were used to categorise their responses. The majority of these preservice teachers did not demonstrate a fluid and flexible knowledge of fractional numbers; half demonstrating a regression in their knowledge of this topic since the beginning of the course. These pre-service teachers will be challenged when working with students who have a wide range of numeracy experiences and abilities.
Original languageEnglish
Title of host publicationMathematics: Traditions and [New] Practices: Proceedings of the AAMT-MERGA conference
EditorsJulie Clark, Barry Kissane, Judith Mousley, Toby Spencer, Steve Thornton
Place of PublicationAdelaide SA Australia
PublisherThe Australian Association of Mathematics Teachers Inc.(AAMT)
Pages464 - 472
Number of pages9
Publication statusPublished - 2011
Externally publishedYes
EventAnnual conference of the Mathematics Education Research Group of Australasia 2011 - Alice Springs, Australia
Duration: 3 Jul 20117 Jul 2011
Conference number: 34th
https://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2011_MERGA_CP.aspx (Proceedings)


ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2011
Abbreviated titleMERGA 2011
CityAlice Springs
OtherHeld in conjunction with AAMT 23
Internet address

Cite this