http://hdl.handle.net/10468/7 2017-08-31T10:35:32Z http://hdl.handle.net/10468/4004 Examining 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. 2017-02-01T00:00:00Z http://hdl.handle.net/10468/4005 Ensuring 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. 2017-02-01T00:00:00Z http://hdl.handle.net/10468/4006 The 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. 2017-02-01T00:00:00Z http://hdl.handle.net/10468/3974 Learning in networks through enquiry: the design, implementation and evaluation of an online intervention to support student teachers on school placement Gorman, Alan Initial teacher education (ITE) in Ireland has experienced accelerated transformation in recent years, resulting in extended periods of school placement on concurrent and consecutive programmes. A contributing factor towards this development can be linked to teacher education scholarship, which values the authentic learning experience that classroom sites offer in learning to teach. However, there is also recognition that the daily demands associated with the practice of teaching, alongside the tenacity of lay theories, can result in student teachers becoming overwhelmed during their practicum experience, and can challenge the approaches endorsed in their research-based teacher education. This research documents the design, implementation and evaluation of an online intervention entitled LÍNTE (Learning in Networks through Enquiry), which sets out to support student teachers in a hybrid space during their school placement experience. Guided by a qualitative action-oriented case study design, research methods include interviews, participant observation, and discourse analysis. Key findings emerge that relate to (a) the importance of structured support in learning to teach and (b) the appropriateness and suitability of online environments in providing such support. This research highlights that the employment of online hybrid spaces can provide a valuable learning context where knowledge of practice is generated. The research illustrates the importance of cultivating a ‘safe’ space, through interactions which are empathetic and affirmative in nature. The presence of cooperating teachers, as online tutors, as well as a higher education institute tutor is recognised as critically important for strengthening the overall learning experience. A significant conclusion to this study is that hybrid spaces that are aligned with the practicum can provide opportunities for dialogic reflection and enquiry within a community of learners. With the extension of school placement on ITE programmes in Ireland, this study proffers a researchbased pedagogical framework to facilitate an online hybrid space during school placement. 2017-01-01T00:00:00Z