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Using insights from Myers-Briggs type preferences to support early childhood pre-service teachers' personal and professional mathematical understanding

Citation

Nailon, D and Emery, SG and Downing, J, Using insights from Myers-Briggs type preferences to support early childhood pre-service teachers' personal and professional mathematical understanding, Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA, 3-7 July 2011, Alice Springs, Northern Territory, Australia, pp. 1031-1038. ISBN 978-1-875900-71-8 (2011) [Refereed Conference Paper]


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Copyright Statement

Copyright 2011 AAMT & MERGA

Official URL: http://www.aamt.edu.au/

Abstract

This paper outlines an intervention to support pre-service teachers without prejudice in a first year mathematics unit, Personal and Professional Numeracy. The unit aims to develop and/or build on personal and professional numeracy understanding. Mathematics anxiety in pre-service teachers has been reported in the literature and might be linked to some studentsí low success rate or their withdrawal from the unit. An intervention is proposed to assist students gain an understanding of their personal learning preferences using descriptors identified by the Myers-Briggs Type Indicator (MBTI). This intervention aims to use self-understanding to change behavioural outcomes.

Item Details

Item Type:Refereed Conference Paper
Research Division:Education
Research Group:Other Education
Research Field:Education not elsewhere classified
Objective Division:Education and Training
Objective Group:Other Education and Training
Objective Field:Education and Training Theory and Methodology
Author:Nailon, D (Ms Di Nailon)
Author:Emery, SG (Ms Sherridan Emery)
Author:Downing, J (Dr Jillian Downing)
ID Code:73884
Year Published:2011
Deposited By:Education
Deposited On:2011-10-27
Last Modified:2014-12-21
Downloads:2 View Download Statistics

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