Skip to main content
Article
Readiness to Teach Secondary Mathematics: A Study of Pre-Service Mathematics Teachers’ Self-Perceptions
Mathematics Education Research Group of Australia Conference (MERGA 41) (2018)
  • Dr Gregory S. C. Hine, The University of Notre Dame Australia
  • Dr Thuan Thai, The University of Notre Dame Australia
Abstract
This study evaluated pre-service teachers’ (PSMTs) perceptions of their own readiness to teach secondary mathematics. The study was conducted at an Australian university across two campuses, in different states. Specifically, PSMTs’ perceptions of their preparedness were explored in terms of mathematical content knowledge, pedagogical content knowledge, and mathematical knowledge for teaching. Findings indicate that while the majority of participants feel that they have the requisite content knowledge to confidently teach Lower School secondary mathematics, further training is required to develop their content and pedagogical knowledge, especially for upper secondary mathematics.
Keywords
  • Secondary mathematics education,
  • pre-service teacher education,
  • initial teacher education,
  • secondary mathematics,
  • mathematical content knowledge,
  • mathematical knowledge for teaching
Publication Date
Winter July 1, 2018
Citation Information
Gregory S. C. Hine and Thuan Thai. "Readiness to Teach Secondary Mathematics: A Study of Pre-Service Mathematics Teachers’ Self-Perceptions" Mathematics Education Research Group of Australia Conference (MERGA 41) (2018)
Available at: http://works.bepress.com/gregory_hine/30/