Abstract:
This paper reports data from a longitudinal study conducted to monitor a group of Samoan teacher trainee’s developing mathematical competence as they undertook an Accelerated Diploma in Education Program (ADEP). These teacher trainees (TTs) were already working as volunteer teacher assistants in Samoan primary classrooms. This paper focuses only on the impact of the first mathematics content (MC) course TTs undertook over two teaching blocks, on their mathematical performance longitudinally, as repeatedly measured by a diagnostic test based on mathematics content typically taught at primary and early secondary levels. While the first diagnostic test (MDT1) was administered at the end of the first teaching block after receiving approximately half of the MC’s required contact hours, the second diagnostic test (MDT2) was administered prior to the second teaching block 12 months later with the third mathematics diagnostic test (MDT3) administered at the completion of the MC course’s second teaching block. Focussing on the data from the three diagnostic tests, Rasch Analyses of TTs’ responses (Correct/Incorrect/Blank) enabled the calibration of TTs’ ability measures. These were monitored over time and further analysed to determine any changes that may have occurred as a combined result of their first and second teaching blocks, subsequent practical teaching experiences for 12 months and the completed MC course. Variable maps, some item analysis data and example kidmaps are presented in the paper to support longitudinal trends of ability estimates across tests. Implications for teaching mathematics in the classrooms and preparation of competent teachers of primary mathematics are provided.