Spoon-feeding to tongue-biting: An evolving instructional framework for primary school mathematics

Abstract

In this paper, I examine the evolution of an instructional framework for primary mathematics during a sustained, on-site professional development project with one case study school. The project attempts to bridge the gap between the perpetually-reported issues with pedagogical practices in Irish mathematics lessons and those espoused as best practice in international literature; and, to a lesser extent those highlighted in the Primary School Mathematics Curriculum. This instructional framework is used in an attempt to support teachers in addressing these pedagogical shortcomings, in addition to enriching the quality of mathematics lessons through a heightened emphasis on mathematical thinking. The paper draws on one aspect of my doctoral thesis and so this partial analysis is limited to lesson observations and teacher interviews. Findings were that the instructional framework changed considerably during the project. Teachers reported finding this instructional framework to be very useful in their classroom teaching, particularly as a planning and a reflection tool. Findings suggest that the transition from the traditional role of the teacher to a more facilitative role where teachers and pupils have an equal voice was particularly challenging for teachers.