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

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dc.contributor.author Ní Ríordáin, Máire
dc.contributor.author Ni Shuilleabhain, Aoibhinn
dc.contributor.author Prendergast, Mark
dc.contributor.author Johnson, Patrick
dc.date.accessioned 2021-04-30T08:37:29Z
dc.date.available 2021-04-30T08:37:29Z
dc.date.issued 2021-04-05
dc.identifier.citation Ní Rí­ordáin, M., Ni Shuilleabhain, A., Prendergast, M. and Johnson, P. (2021) 'Irish pre-service mathematics teachers' knowledge of curriculum-aligned content', Irish Educational Studies. doi: 10.1080/03323315.2021.1899030 en
dc.identifier.issn 0332-3315
dc.identifier.uri http://hdl.handle.net/10468/11238
dc.identifier.doi 10.1080/03323315.2021.1899030 en
dc.description.abstract 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 participantsâ 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. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Taylor & Francis Group en
dc.rights © 2021, Educational Studies Association of Ireland. Published by Taylor & Francis Group. This is an Accepted Manuscript of an item published by Taylor & Francis Irish Educational Studies on 5 April 2021, available online: https://doi.org/10.1080/03323315.2021.1899030 en
dc.subject Mathematical knowledge en
dc.subject Post-primary en
dc.subject Pre-service teachers en
dc.subject Consecutive teacher education en
dc.subject Curriculum-aligned content en
dc.title Irish pre-service mathematics teachers' knowledge of curriculum-aligned content en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Máire Ní­ Riordáin, Education, University College Cork, Cork, Ireland. +353-21-490-3000 Email: maire.niriordain@ucc.ie en
dc.internal.availability Full text available en
dc.check.info Access to this article is restricted until 18 months after publication by request of the publisher. en
dc.check.date 2022-10-05
dc.date.updated 2021-04-30T08:21:20Z
dc.description.version Accepted Version en
dc.internal.rssid 563894780
dc.description.status Peer reviewed en
dc.identifier.journaltitle Irish Educational Studies en
dc.internal.copyrightchecked Yes
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress maire.niriordain@ucc.ie en
dc.internal.bibliocheck In press. Check vol / issue / page range. Amend citation as necessary. en
dc.identifier.eissn 1747-4965


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