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Using insights from Myers-Briggs type preferences to support early childhood pre-service teachers' personal and professional mathematical understanding
conference contribution
posted on 2023-05-23, 05:34 authored by Diane NailonDiane Nailon, Sherridan EmerySherridan Emery, Jillian DowningJillian DowningThis 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 students’ 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.
History
Publication title
Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGAEditors
J Clark, B Kissane, J Mousley, T Spencer, S ThorntonPagination
1031-1038ISBN
978-1-875900-71-8Department/School
Faculty of EducationPublisher
Australian Association of Mathematics Teachers Inc.Place of publication
AustraliaEvent title
23rd Biennial Conference of The Australian Association of Mathematics Teachers Inc. and the 34th Annual Conference of the Mathematics Education Research Group of Australasia Inc. (AAMT-MERGA Conference)Event Venue
Alice Springs, Northern Territory, AustraliaDate of Event (Start Date)
2011-07-03Date of Event (End Date)
2011-07-07Rights statement
Copyright 2011 AAMT & MERGARepository Status
- Restricted