Paraprofessionals in Cyprus and England: perceptions of their role in supporting primary school mathematics

ABSTRACT

Paraprofessionals increasingly work alongside teachers in many countries, with research suggesting they undertake pedagogic roles for which they are not formally prepared. We investigate this from the perspective of paraprofessionals supporting individual children with special needs in primary schools in Cyprus and England and develop a typology to conceptualise their views of their role in mathematics lessons in relation to children, teachers and mathematical processes. All perceive themselves as explaining mathematical ideas and dealing with difficulties. Some report having major or sole responsibility for teaching and planning mathematics. The vast majority feel able to do their job with only informal preparation, often linking this to the low level of mathematics involved. We argue that the current situation is contrary to the subject knowledge literature. Expectations placed on paraprofessionals and the mathematical experiences of the children they support arouse concerns.

KEYWORDS:

• paraprofessionals
• primary mathematics
• children
• special needs

Disclosure Statement

No potential conflict of interest was reported by the authors.