An examination of the professional development needs of out-of-field mathematics teachers

Ríordáin, Máire Ní; Paolucci, Catherine; Dwyer, Laura M. O'

doi:10.1016/j.tate.2017.02.001

Cited by 31 publications

(15 citation statements)

References 16 publications

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“…Accordingly, a paperand-pencil test, developed to examine Irish post-primary out-of-field mathematics teachers' knowledge of curriculum-aligned content (see Ní Ríordáin, Paolucci, and O' Dwyer 2017) was utilised in the study. The TEDS-M conceptual framework supported the development of item design for the paper-and-pencil test (Ní Ríordáin, Paolucci, and O' Dwyer 2017;Tatto et al 2008). The TEDS-M study examined the professional knowledge of pre-service mathematics teachers across 21 countries (Schmidt et al 2008).…”

Section: Test Instrument and Data Collectionmentioning

confidence: 99%

“…Cognisant of this we examine the mathematical content knowledge (MCK) of pre-service mathematics teachers (N = 85) commencing their consecutive teacher education programmes (graduate pathway) in an Irish context involving four universities. For the purposes of this study, MCK is concerned with 'an understanding of mathematics concepts anticipated to be taught' (Norton 2019, 530) and, accordingly, pre-service teachers' proficiency with curriculum-aligned content (Ní Ríordáin, Paolucci, and O' Dwyer 2017). In addition, we investigate MCK in relation to participants' undergraduate degree studies in order to examine if a relationship exists between the type of degree undertaken and mathematical proficiency.…”

Section: Introductionmentioning

confidence: 99%

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Irish pre-service mathematics teachers’ knowledge of curriculum-aligned content

Ríordáin

Shúilleabháin

Prendergast

et al. 2021

Irish Educational Studies

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This study critically examines the mathematics knowledge of pre-service postprimary mathematics teachers (N = 85) on commencing their Professional Master of Education (Level 9) initial teacher education (ITE) programme across four institutions in Ireland. Given the nature of a consecutive approach to mathematics teacher education, pre-service teachers enter their ITE programme from a variety of undergraduate degree backgrounds and it is largely accepted that their mathematical content knowledge does not change during their teacher qualification programme. This study utilises a paper-and-pencil test to assess participants' cognitive and conceptual proficiency with curriculumaligned mathematical content. Between group comparisons in relation to participants' undergraduate studies and cognitive and conceptual proficiency are also examined. The data suggest that pre-service teachers demonstrate a strong proficiency with Junior Cycle curriculum-aligned content and poor proficiency with Senior Cycle content, irrespective of the curriculum strand. In addition, significant mean differences exist between participants who had undertaken undergraduate degree studies in physics and mathematics in comparison to other degree programmes. Such investigations are essential given the increased focused on developing highly qualified teachers and policy revisions on ITE programmes. This research alerts us to issues within ITE programmes that may be addressed prior to mathematics teachers' induction into the profession.

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Section: Test Instrument and Data Collectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Irish pre-service mathematics teachers’ knowledge of curriculum-aligned content

Ríordáin

Shúilleabháin

Prendergast

et al. 2021

Irish Educational Studies

Self Cite

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“…Detail description/explanation of differentiated instruction implementation in mathematics classroom can be an insight of mathematics teachers to implement the differentiated instruction in their classroom. Further, teachers' teaching experience in a teacher professional development affects the teachers' mathematical knowledge (Ríordáin, Paolucci, & O' Dwyer, 2017).…”

Section: Reflectionmentioning

confidence: 99%

Differentiated instruction in the mathematics classroom: Teachers’ teaching experience in a teacher professional development

Hidayati

2020

IJTLM

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Differentiated instruction is an approach that can be used to facilitate students with various characteristics and help them to master mathematics in every topic learned. This study describes teachers’ performance in implementing differentiated instruction. In the second secondary school level, thirty mathematics teachers designed mathematics lessons using differentiated instruction in different topics, peer-reviewed, and peer-presented. Implementing the lesson in a real classroom was done while conducting classroom observation to see what works well during the learning process and improve it. Qualitative descriptive method was used to describe the process of research and analyze findings during the lesson through observation and forum group interview. From this process, teachers prepared instruction based on students’ abilities, took into account personal mathematics understanding, and helped students achieve mathematics learning goals. Teachers also learned strategies for helping students learned. Meanwhile, students enjoyed the learning process through their different ways of learning.

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“…Furthermore, support for teachers in implementing a new curriculum would assist teachers and students (Roblin et al, 2018) as practical approach results in students' achievement (Ríordain et al, 2017;Fischer et al, 2018).…”

mentioning

confidence: 99%

Design and Technology in Malaysian Secondary Schools: A Perspective on Challenges

Ajit¹,

Lucas²,

Kanyan³

2022

MJSSH

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Design and Technology (D&T) is a relatively new curriculum in Malaysian secondary schools. The basic idea of a design-based curriculum is to facilitate deeper learning for learners to design and develop knowledge and application. However, knowing how design-based education is employed in schools is crucially essential. Therefore, this study aimed to obtain insights into the D&T curriculum implementation from students and teachers’ viewpoints. The study involved semi-structured interviews with four teachers and five secondary school students. Interviews were transcribed verbatim, while conclusions were drawn based on theme analysis. The findings indicated that students and teachers recognised the purpose and direction of the D&T curriculum. Nevertheless, challenges exist in various aspects, as the subject is still in the early implementation stages. Challenges such as teachers’ knowledge and skills, students’ lack of understanding in abstract topics and insufficient facilities, equipment, and resources offer opportunities for researchers to explore relevant approaches to assist teachers and students in teaching and learning. Previous studies demonstrated the effectiveness of technology-assisted interventions to ease and overcome problems involving cost and time constraints. Thus, suitable technology-assisted strategies should be developed and utilised to facilitate the students’ abstract details visualisation in technological application topics.

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An examination of the professional development needs of out-of-field mathematics teachers

Cited by 31 publications

References 16 publications

Irish pre-service mathematics teachers’ knowledge of curriculum-aligned content

Irish pre-service mathematics teachers’ knowledge of curriculum-aligned content

Differentiated instruction in the mathematics classroom: Teachers’ teaching experience in a teacher professional development

Design and Technology in Malaysian Secondary Schools: A Perspective on Challenges

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