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

Bibliographic Data

ID21530693
AuthorsMáire Ní Ríordáin (0000-0002-6434-9899, University College Cork, corresponding author), Aoibhinn Ní Shúilleabháin (0000-0003-4823-495X, University College Dublin), Mark Prendergast (0000-0002-1766-7421, University College Cork), Patrick Johnson (0000-0001-5346-0260, University of Limerick)
Year2023
Volume42
Issue1
Pages1-20
Publication date2023-01-02
Open AccessYes
TypeARTICLE
VenueIrish Educational Studies (JOURNAL)
Journal identifiersISSN: 0332-3315 • E-ISSN: 1747-4965
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03323315.2021.1899030
OpenAlexW3140497546
LanguageEN
References cited25

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

Cognition · Connected Mathematics · Curriculum · Irish · Mathematics education · Pedagogy · Professional development · Reform mathematics · Teacher education · Mathematics · Mathematics Education and Programs · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies

Tools

Open DOIOpen Access