Assessing student teachers’ procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers

Abstract Procedural fluency and strategic competence in operating mathematizing with natural rational numbers are based on a flexible meaningful use of mental models, strategies, procedures. The study to be presented this paper pursued the question as which subdomains or tasks relating procedural at upper primary school level particularly challenging for elementary student teachers. newly devised assessment instrument included mathematical problems from wide variety content domains such operations numbers, place value, computational estimation, (inverse) proportion, combinatorics, mathematization, word problems. A preceding theoretical task analysis ensured that solution required adaptation strategies reasoning about procedure formula. In assessment, each 15 were 280 first-semester As results analyses indicate, combinatorial division proved large proportion participants. Supplemental qualitative pathways confirmed allowed multiple pathways. item difficulties could explained by lack ability link makes connection between empirical research educational standards teacher education. It contributes international state teachers’ knowledge providing specific insights concerning competence.