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Mathematical Content Knowledge Analysis

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Appropriately specific brief summary of MCK Test results.

It was during week three that I completed the Mathematical Content Knowledge (MCK) test for the purposes of determining my level of understanding relating to certain mathematical concepts, such as multiplication, division, addition, and place value (Curtin, 2014). Before starting, I felt overly confident in my ability to successfully answer all the questions within the quiz, however, it was not until I skimmed through the questions that I began to think otherwise.
The beliefs in myself concerning mathematics is one of duality: I know that I am more than capable of solving complex questions, yet I am also conscious of my lacking motivation behind the subject itself which stems from …show more content…
This was relevant for my own learning experience when I was in school, especially with division; I just could never seem to grasp how it worked in relation to multiplication. Occasionally, I am still met with decisions which test this understanding, however, I can now see the imperativeness of the learning process behind all mathematical skills, not just division, as students learn best with the instruction of a professional teacher; one who is experienced and knowledgeable in what they are teaching (Lakin, …show more content…
(2015). Week 5: Multiplicative thinking [PowerPoint slides]. Retrieved from Curtin University EDP243 Blackboard site.
Jacob, L., & Willis, S. (2003). The development of multiplicative thinking in young children. In L. Bragg, C. Campbell, G Herbert & J. Mousley (Eds.), MERINO: Mathematics Education Research: Innovation, Networking, Opportunity, pp. 460-46. Sydney: Deakin University.
Lakin. S. (2011). How to improve your maths skills (2nd ed.). Hampshire, Great Britain: Pearson.
National Curriculum Board. (2009). Shape of the Australian curriculum: Mathematics. Retrieved from http://www.acara.edu.au/verve/_resources/australian_curriculum_-_maths.pdf

Siemon, D. (2011). Developing multiplicative thinking in the early years teaching mathematics: foundations to middle years, pp. 350-393. Retrieved from http://edocs.library.curtin.edu.au/eres_display.cgi?url=DC60266275.pdf©right=1
Siemon, D., & Breed, M. (2005). From additive to multiplicative thinking: The big challenge in the middle years. In J. Mousley, L. Bragg, & Campbell, C. (Eds.), Mathematics: Celebrating Achievement. Proceedings of the annual conference of the Mathematical Association of Victoria. Melbourne:

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