Now showing items 1-5 of 5
Moving closer to solving the 'mathematics problem' where it arises: The influence of the 'typical' Irish pre-tertiary mathematics experience on under-preparedness among numerate entrants
(St. Patricks College, Dublin, 2006)
The contribution of mathematics proficiency to the numerate (e.g. science, engineering) disciplines is well-documented. Internationally concern exists that graduates of these disciplines are persistently demonstrating ...
The challenges facing pre-service education: Addressing the issue of mathematics subject matter knowledge among prospective primary teachers
(St. Patricks College, Dublin, 2007)
Research has indicated that it is not necessary to study mathematics to degree level to teach mathematics effectively at primary level (Greaney et al, 1999; Cooney, 1999). Consensus exists however that graduating teachers ...
Working towards addressing the mathematics subject matter knowledge needs of prospective teachers
(St. Patricks College, Dublin, 2009)
This study is the result of a perceived need for action within one Irish College of Education. During professional interactions with prospective teachers in both mathematics pedagogy sessions and teaching practice, the ...
Indexing distributions of data: preservice teachers’ notions of representativeness (Pre-published version)
The purpose of the study was to identify strategies used by preservice elementary teachers to index distributions of data. A secondary purpose of the study was to investigate whether representational form influenced the ...
Next steps in statistics education: identifying teacher professional development needs for teaching the data analysis component of primary level mathematics
(IASE [International Association of Statistics Education], 2009)
This study reveals the pedagogical decision making undertaken when designing instruction for primary level statistics. We report on the activity of five groups of preservice teachers when engaging in Lesson Study and ...