Unravelling the myth of effective teaching in mathematics

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dc.contributor.author Prendergast, Mark
dc.contributor.author O'Donoghue, John
dc.date.accessioned 2020-08-06T11:06:27Z
dc.date.available 2020-08-06T11:06:27Z
dc.date.issued 2014
dc.identifier.citation Prendergast, M. and O'Donoghue, J. (2014) 'Unravelling the Myth of Effective Teaching in Mathematics'. Irish Journal of Academic Practice, 3 (1), Article 8, (22 pp). doi: 10.21427/D7WX43 en
dc.identifier.volume 3 en
dc.identifier.issued 1 en
dc.identifier.startpage 1 en
dc.identifier.endpage 22 en
dc.identifier.issn 2009-7387
dc.identifier.uri http://hdl.handle.net/10468/10361
dc.identifier.doi 10.21427/D7WX43 en
dc.description.abstract Effective teaching is the backbone of any successful education system with many arguing that it is the single biggest contributor to student success. However despite such importance, significant differences in teacher effectiveness are still evident in Irish classrooms at all levels of education. This research investigates the influence that individual teachers can have on students’ enjoyment of mathematics at second level and attempts to unravel the myth of effective teaching. The research started out as a follow on study that further analysed data collected by the authors when they designed a pedagogical framework with the aim of promoting student interest in algebra through effective teaching of the domain. This paper focuses entirely upon the quantitative results of the evaluation of that study with regard to whether there are differences in the enjoyment scores of students’ in different classes as a result of their individual teachers. The paper also looks to unravel the myth of effective teaching through a series of focus group interviews and a detailed literature review. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Learning, Teaching and Technology Centre (LLTC), Technological University Dublin en
dc.relation.uri https://arrow.tudublin.ie/ijap/vol3/iss1/8/
dc.rights © 2014 This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. en
dc.rights.uri https://creativecommons.org/licenses/by-nc-sa/4.0/ en
dc.subject Effective teaching en
dc.subject Enjoyment scale en
dc.subject Mathematics education en
dc.subject Quantitative en
dc.subject Second level en
dc.title Unravelling the myth of effective teaching in mathematics en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Mark Prendergast, Education, University College Cork, Cork, Ireland. +353-21-490-3000 Email: mark.prendergast@ucc.ie en
dc.internal.availability Full text available en
dc.date.updated 2020-07-31T10:06:31Z
dc.description.version Published Version en
dc.internal.rssid 528589437
dc.description.status Peer reviewed en
dc.identifier.journaltitle Irish Journal of Academic Practice en
dc.internal.copyrightchecked No
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress mark.prendergast@ucc.ie en

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© 2014 This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. Except where otherwise noted, this item's license is described as © 2014 This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
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