Session Information
24 SES 08 A, Mathematics Teachers Training (Part 2)
Paper/Video Session continued from 24 SES 07
Contribution
Research carried out in 2011 by Ní Ríordáin & Hannigan revealed that 48% of teachers teaching mathematics at post-primary level in Ireland were unqualified. These teachers were also found to be predominately assigned to the lower year groups at post-primary level and also to the weaker students. Out-of-field mathematics was therefore found to be a significant issue in Irish mathematics education. Consequently the Professional Diploma in Mathematics for Teaching (PDMT) was developed in 2012. This two year national programme aims to up skill out-of-field post primary mathematics teachers. The programme was designed with the specific needs of out-of-field mathematics teachers, the mathematics syllabus and the teaching council regulations in mind. It is delivered in a blended learning format and requires teachers to successfully complete 10 mathematics modules (worth 60 ECTS credits collectively) and 2 mathematics specific pedagogy modules (worth 15 ECTS credits collectively).
The introduction of the PDMT is particularly timely from the point of view of the report on out-of-field mathematics teaching (Ní Ríordáin & Hannigan 2011) but also because of the new mathematics curriculum which was introduced to post primary education in Ireland in 2008. This new curriculum entitled ‘Project Maths’ was introduced in an attempt to change the focus of mathematics education in Ireland from procedural to conceptual teaching and learning. Students are being encouraged to examine mathematics more in context and to engage with the mathematics in a real way. This is a significant change to the traditional way in which mathematics would have been taught and learnt in an Irish context and so poses an array of challenges for out-of-field mathematics teachers.
Many aspects of the PDMT are being evaluated including the effectiveness of the mathematics pedagogy elements of the programme. One of the pedagogy modules is made up of 5 pedagogy workshops and this research aims to evaluate what impact, if any, these workshops are having on out-of-field mathematics teachers’ classroom practices. The workshops are 3 hours in length and attendance at them is compulsory in order to graduate from the programme.
Research Question:
What are out-of-field teachers’ perceptions of mathematics specific pedagogy and does mathematics specific pedagogy impact upon out-of-field mathematics teachers’ classroom practices in teaching mathematics?
Objectives:
- To establish out-of-field mathematics teachers perceptions of mathematics specific pedagogy prior to completing 5 pedagogy workshops.
- To determine whether out-of-field teachers perceptions’ of mathematics specific pedagogy changes upon completion of the workshops.
- To establish the impact if any which engagement with mathematics specific pedagogy has on in-service teachers classroom practices.
Method
Expected Outcomes
References
Darling-Hammond, L. & Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13-25. Ní Ríordáin, M. & Hannigan, A. (2011). Who teaches our students mathematics at post-primary education in Ireland? Irish Educational Studies, 30(3), 289-304. Nicolaidouab, M. & Petridouabc, A. (2011). Evaluation of CPD programmes: challenges and implications for leader and leadership development. An International Journal of Research, Policy and Practice. 22(1), 51-85. Harris, A., Day, C., Goodall, J. & Lindsay, G. (2006). What difference does it make? Evaluating the impact of continuing professional development in schools. Scottish Educational Review, 1.
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