An online approach to improving teacher education students’ numeracy skills development Dr. Thuan Thai (School of Education - University of Notre Dame Australia) Kate Hartup (PhD Candidate – University of Notre Dame Australia) Dr. Amanda Yeung (Office of the Pro-Vice Chancellor, Education - University of New South Wales) Mrs. Adelle Colbourn (Mathematics Education Support Hub - Western Sydney University)

Topic and Purpose There is declining numeracy skills displayed by Australians, specifically school students, and the need for improving these competencies. To ensure that graduate teachers have adequate numeracy skills, TES are required to pass the LANTITE prior to their final practicum. The purpose of the study is to evaluate TES numeracy skills using Blackboard and to investigate the extent that this system assists in building teachers’ numeracy skills. We adopt Black and Wiliam’s (1998) assessment for learning as the driver for this project. Specifically, we created a series of tests on Blackboard for students to practice and self-evaluate their numeracy skills.

Research Aims This research aims to identify and evaluate TES’ numeracy skills at UNDA and WSU through evaluating learning analytics captured on Blackboard Identifying and evaluating TES’ numeracy strengths and weaknesses will enable a thorough understanding of the skills teachers are taking to the classroom and also the skills in which they require further development  It is expected that gaining knowledge from this research will contribute to the development of university programs aimed to improve TES’ numeracy capabilities

Research Questions Research Question: To what extent can an online approach help build TES’ numeracy skills?

Testing Instrument - Development Structure of the Test 40 numeracy questions, in alignment with the ACER LANTITE Assessment Framework Ten questions for each strand: Number and Algebra Measurement and Geometry Statistics and Probability Non-calculator All questions have worked solutions for immediate feedback 3 open-ended feedback questions: What did you find most useful about this site? What improvements do you think should be made to this site? Do you have any other general feedback about this site? Variety of question types included (e.g. multiple choice, short answer, true/false) 1 hour was allowed

Results Max = 39 Mean = 27.7 SEM = 9.7 Min = 6 The test was available to all TES from UNDA and WSU for a period of 6 weeks. In this time, there were 75 attempts across the two institutions. Non-genuine attempts and subsequent test attempts were not included in the data. This data represents the results from 55 genuine first attempts. Min = 6

Results

Best Performed Questions Number and Algebra Statistics and Probability Measurement and Geometry Number and Algebra question – 98% of students answered correctly Statistics and Probability question – 96% of students answered correctly Measurement and Geometry – 93% of students answered correctly

Worst Performed Questions Statistics and Probability ? Measurement and Geometry Number and Algebra Number and Algebra – 38% of students answered correctly Statistics and Probability – 27% of students answered correctly Measurement and Geometry – 25% of students answered correctly To make up the cordial for the school camp, Miss Roberts knows that she has to mix 1 part orange concentrate to 5 parts water. If she has to make 36 Litres of cordial, how much concentrate (in litres) will she need? ? ?

Pass Rate 48 out of 55 students passed (87.3%) Pass rate is comparable to what has been reported by the Australian Council of Deans of Education.

What did you find most useful about this site? Results What did you find most useful about this site?

Conclusion/Summary This approach appears to help TES build numeracy skills and confidence in preparation for the LANTITE The question design and difficulty is a good benchmark of the LANTITE and therefore, is useful in terms of identifying strengths and weaknesses in our TES including students who are at risk of failing the LANTITE.

Future Directions Recently created a pool of almost 300 questions to allow for multiple test attempts Our future research intends to determine whether repeated test attempts can develop TES numeracy skills

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