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

Abstract

This study critically examines the mathematics knowledge of pre-service post-primary 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 curriculum-aligned 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.

Keywords:

• Pre-service teachers
• mathematical knowledge
• post-primary
• curriculum-aligned content
• consecutive teacher education

Notes

1 A level 9 qualification in the Irish National Framework of Qualifications (NQF) is equivalent to a level 7 qualification in the European Qualifications Framework (EQF).

Additional information

Notes on contributors

Máire Ní Ríordáin

Máire Ní Ríordáin is a Senior Lecturer in Education at University College Cork. Her current research interests are in bilingualism (Irish and English) and influence on cognitive mathematical processing, out-of-field and pre-service mathematics teacher education, practitioner research, and STEM integration.

Aoibhinn Ni Shuilleabhain

Aoibhinn Ní Shúilleabháin is an Assistant Professor in the UCD School of Mathematics & Statistics and Director of the BSc. Mathematics, Science and Education initial teacher education programme. Her current research focuses on lesson study, mathematics teacher education, public engagement in STEM and STEM education at post-primary level.

Mark Prendergast

Mark Prendergast is a Senior Lecturer in Education at University College Cork. His current research interests are in mathematics curricula reform, mathematics teacher education, and the teaching and learning of algebra.

Patrick Johnson

Patrick Johnson is a lecturer in Mathematics Education at the University of Limerick. His current research interests are in mathematics teacher education, mathematics teacher knowledge, and mathematical modelling and problem solving.