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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 Downing
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 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-MERGA

Editors

J Clark, B Kissane, J Mousley, T Spencer, S Thornton

Pagination

1031-1038

ISBN

978-1-875900-71-8

Department/School

Faculty of Education

Publisher

Australian Association of Mathematics Teachers Inc.

Place of publication

Australia

Event 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, Australia

Date of Event (Start Date)

2011-07-03

Date of Event (End Date)

2011-07-07

Rights statement

Copyright 2011 AAMT & MERGA

Repository Status

  • Restricted

Socio-economic Objectives

Other education and training not elsewhere classified

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