Pre-service versus in-service mathematics teachers’ opinions of mathematics reform in post-primary schools in Ireland

Abstract

A new approach to the teaching and learning of mathematics has been introduced on a phased basis in post-primary education in Ireland. As part of the OECD PISA 2012, a survey was undertaken of in-service mathematics teachers in Ireland, with the aim of gathering data on the opinions of teachers about this reform. Here, a modified version of the survey was distributed to pre-service teachers immediately before and after a four-month teaching placement to ascertain if there were differences in the views expressed by pre-service and in-service teachers in relation to the teaching and learning of mathematics, and also if there were differences expressed by the pre-service teachers before and after their placement in post-primary schools. Analysis of the results showed considerable levels of agreement between all groups, with some exceptions in relation to confidence in teaching the reformed curriculum, emphasis on various teaching and learning activities, and usage of ICT in the classroom.

Keywords:

• pre-service teachers
• in-service teachers
• mathematics reform
• post-primary mathematics
• teaching placement

Acknowledgements

The third author would like to acknowledge that financial support was provided by CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior), Brazil.

Notes on contributors

Dr. Eabhnat Ní Fhloinn is an Assistant Professor in DCU School of Mathematical Sciences and is the Director of DCU Maths Learning Centre. Her current research interests include diagnostic testing in mathematics, supporting high achievers in mathematics in post-primary level, and developing materials to support conceptual understanding in mathematics.

Dr. Brien C. Nolan is an Associate Professor in DCU School of Mathematical Sciences. He conducts research in both General Relativity and Mathematics Education. His research interests in the latter include transfer of mathematical knowledge to other scientific subjects, mathematical knowledge for teaching, and problem-solving for teachers.

Giulio Hoehne Candido undertook this research as part of an undergraduate internship in Dublin Institute of Technology during his studies in engineering in Universidade Federal do ABC, Brazil. He now works for Mercedes-Benz in Brazil.

Dr. Shannon Guerrero is an Associate Professor of Mathematics Education at Northern Arizona University. Her research interests include K-12 pre-service / in-service professional development, the effective use of technology in support of standards-based mathematics teaching and learning, and the process of teacher change.

ORCID

Eabhnat Ní Fhloinn http://orcid.org/0000-0002-3840-2115

Brien C. Nolan http://orcid.org/0000-0002-9356-6833

Notes

1 In the tables below, we have chosen to quote the results as percentages in each case (i.e. for each cohort). We do this for reasons of consistency, despite the fact that the percentages quoted will on occasion refer to a single student. Each table quotes relevant N values, so no confusion should arise.

Additional information

Funding

The third author would like to acknowledge that financial support was provided by CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior), Brazil.