Primary Mathematics Audit and Test

Mike Fletcher, Claire Mooney, Author

• Publisher: Learning Matters
• Year: 2013
• Print ISBN: 9781446282717, 9781446282700
• eBook ISBN: 9781446298145
• Edition: 4
• Topic: Education
• Subtopic: Teaching Mathematics

If you are a primary trainee, you must demonstrate a knowledge of mathematics to be recommended for QTS. 

This popular, widely recommended text helps you audit your knowledge of mathematics and understand what learning you need to pass your course. A rigorous test helps you identify your strengths and weaknesses and can be revisited at key stages in your course as a tool to monitor and evaluate progress. The fourth edition has been updated in line with the new National Curriculum, includes more information on expanding and developing your knowledge of mathematics and is linked to the newest Teachers' Standards.

Part 1: Mathematics background

Provide as many background details as you can. Don't worry if it looks a bit ‘blank’ in places; you won't be alone.

▸ personal details

Name

Date of birth

Year(s) of course

Subject specialism

Elected Key Stage

▸ mathematics qualifications

GCSE/O level (equivalent)

Date taken

Grade(s)

GCE A level (equivalent)

Date taken

Grade(s)

▸ mathematics degree

Year of graduation

Class of degree

Other mathematics courses

▸ other (e.g. work related)

Part 2: Interest in mathematics

A positive attitude towards mathematics will help you to learn and teach it well, whether it is your favourite subject or not. Be honest with yourself and think carefully about your responses below. It is possible that you might have a healthy interest in mathematics even if you currently think you don't know much about it, and unfortunately the converse might be true!

Circle as appropriate using the key provided.

1 = I am very interested in mathematics.

2 = I am interested in mathematics.

3 = I am uncertain about my interest in mathematics.

4 = I am not interested in mathematics.

Interest 1 2 3 4

A 1 or a 2 is fantastic, a 3 encouraging, a 4 well, you have yet to be inspired! Reflect critically on your attitude towards mathematics, positive or negative, and use the space below to comment further. Can you identify the experiences that gave rise to your interest or lack of interest in mathematics?

Experiences Statement

Part 3: Perceived competence and confidence in mathematics

As you undertake the following self-audit you might notice that you feel quite competent in an area of mathematics but lack the confidence to teach it. Competence and confidence are clearly quite different things. By the end of your training you will have greater competence within mathematics and greater confidence to teach the subject.

Competence

There are rather a lot of areas within this self-audit and you will need some time to read through and complete this part thoroughly. You do not need to know about or feel competent with everything listed here right now. This will develop throughout your training.

Please respond to the following statements using the key provided.

1 = Very good. Existing competence perceived as exceeding the requirements.

2 = Good. Existing competence perceived as meeting the requirements comfortably.

3 = Adequate. Existing competence perceived as meeting the requirements but some uncertainties still exist.

4 = Not good. Existing competence perceived as not meeting the requirements.

Number and Algebra

Making Sense of your Perceived Competence

Look back over the perceived competency grades within your self-audit. Summarise each area in the following table by looking at the distribution of responses. For example, if you ticked 1s, 2s and 3s in The real number system but no 4s, you should fill in your range as 1s to 3s. If you ticked more 3s than anything else, you should fill in your mode, the most frequently occurring response, as 3.

Confidence

Carefully examine the Programmes of Study for Key Stages 1 and 2 in the Mathematics National Curriculum given below. Overall, how would you describe your confidence in terms of teaching them? Respond using the key provided.

1 = Very good. Might even feel happy to support colleagues!

2 = Good. Further professional development required in some aspects.

3 = Adequate. Further professional development required in most aspects.

4 = Poor. Help! Further professional development essential in all aspects.

Making Sense of your Perceived Confidence

1s and 2s are fantastic – what's kept you away from the profession for so long?! 3s are encouraging, and we would imagine many people would have this sort of profile. If you ticked any 4s, don't worry, you are being honest with yourself and that is good. If you felt so confident about teaching mathematics at this stage, it would be difficult to convince you that there was any point in training you to do it! Reflect...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Contents
• Introduction
• Part 1: Mathematics background
• Part 2: Interest in mathematics
• Part 3: Perceived competence and confidence in mathematics
• Part 4: Mathematics test
• Part 5: Answers to test questions
• Part 6: Targets for Further Development
• Part 7: Revision and Further Reading