Assessing Primary Preservice Teachers ’ Mathematical Competence

The diagnostic test results from a second cohort of preservice teachers in a longitudinal project are presented. Data analysis using the Rasch Model showed consecutive intakes ’ performances improved. However, diploma-education students consistently performed lower than foundation-education students. Item analyses indicate problem solving, fractions, and interpreting complex diagrams are most difficult. Findings suggest the university needs to address the mathematical needs of at-risk preservice teachers and to develop policies to regulate entry requirements and enhance course content and delivery. Professional Teaching Standards mandate teachers demonstrate excellence in their knowledge of the subject content and how to teach that content to students (NSWIT, 2007) otherwise they struggle to effectively “design mathematically accurate explanations that are comprehensible and useful for students … and interpret and make mathematical and pedagogical judgements about students ’ questions, solutions, problems and insights (both predictable and unusual) ” (Ball, Bass, & Hill, 2004, p. 59). Also, Hill, Rowan, and Ball (2005) found in their empirical study, elementary mathematics teachers ’ knowledge had a significant positive impact on student achievement gains at first and third grades. Students and teachers in Samoan schools are predominantly Samoan. Unlike the cultural identity crisis Samoan students experience when studying overseas, those in Samoa undergo a seamless practice of Samoa