Education - Conference Itemshttp://hdl.handle.net/10468/1892018-03-15T19:06:46Z2018-03-15T19:06:46ZEnsuring methodological rigor for investigating the discourse development of bilingual mathematics learnersNí Ríordáin, MáireFlanagan, EílisBrilly, Clairehttp://hdl.handle.net/10468/40052017-05-19T18:00:47Z2017-02-01T00:00:00ZEnsuring methodological rigor for investigating the discourse development of bilingual mathematics learners
Ní Ríordáin, Máire; Flanagan, Eílis; Brilly, Claire
Given the nature of investigating bilingual mathematics learners and learning environments, a key concern is how we can ensure that the rigor of our research is matched by the rigor of methodological frameworks and approaches employed. Our goal is to develop a theoretical framework and associated methodology and methods, in practice, in order to ascertain their suitability for investigating bilingual mathematics learners in an educational context. Moschkovich (2016) identified four key recommendations for conducting research on language: utilising interdisciplinary approaches, defining central constructs, building on existing methodologies, and recognizing central distinctions. Utilising Moschkovichâ s framework, this paper provides an appraisal of the methodology and methods to be employed in a research project examining bilingual mathematics learners.
2017-02-01T00:00:00ZThe role of the classroom teacher in supporting bilingual primary pupils in the learning of mathematicsRyan, MiriamNí Ríordáin, Máirehttp://hdl.handle.net/10468/40062017-05-19T18:00:46Z2017-02-01T00:00:00ZThe role of the classroom teacher in supporting bilingual primary pupils in the learning of mathematics
Ryan, Miriam; Ní Ríordáin, Máire
This paper examines some of key messages in the mathematics and multilingualism in mathematics literature and relates them to opportunities for the development of a development of a focus on the teacherâ s role in maximising opportunities for learning arising from the bilingual mathematics classroom. Insights will be drawn from the literature on socio-cultural learning, in particular that of situated and discourse perspectives. The implications of these perspectives will be discussed in light of classroom practices and the literature on multilingual learning of mathematics. A proposed project in the teaching of mathematics in Irish Gaelscoileanna will be discussed in light of these discussions.
2017-02-01T00:00:00ZExamining difficulties in initial algebra: Pre-requisite and algebra content areas for Irish post-primary studentsO'Brien, AoifeNí Ríordáin, Máirehttp://hdl.handle.net/10468/40042018-01-24T18:08:47Z2017-02-01T00:00:00ZExamining difficulties in initial algebra: Pre-requisite and algebra content areas for Irish post-primary students
O'Brien, Aoife; Ní Ríordáin, Máire
This research aims to investigate the algebraic under performance of second year post-primary students in Ireland (approximate age 14 years). To this end a diagnostic test for algebra has been developed to profile and identify students who are struggling with algebra. This paper examines the development of the test, which involved the identification of key mathematical content areas that are critical for success in algebra. Both prerequisite, and algebra content areas are key to a studentsâ success in algebra and how each of these areas contribute to a studentsâ progress with algebra is discussed in this theoretical paper. Test items have been selected and adapted from the literature which are aligned with both the key content areas and the Irish mathematics syllabus at junior cycle, the initial three years of post-primary education in Ireland.
2017-02-01T00:00:00ZRe-designing initial teacher education: deepening engagement with pedagogy. Conference proceedingshttp://hdl.handle.net/10468/12632017-09-06T11:37:35Z2013-06-01T00:00:00ZRe-designing initial teacher education: deepening engagement with pedagogy. Conference proceedings
Rutherford, Vanessa; Conway, Paul F.
2013-06-01T00:00:00Z