Teacher and pupil perspectives of mathematical self-perceptions and enjoyment in two Irish primary DEIS schools

Abstract

Background and Aim: Research in Mathematics has largely focused on older age groups and concepts such as Mathematics anxiety or performance. In 2023, the National Council for Curriculum and Assessment (NCCA) announced a Redeveloped Primary Mathematics Curriculum for schools, which aimed to promote the exploration of mathematics through a lens of playfulness and creativity with a practical application to real-life. The aim of this study was to explore pupil and teacher perspectives of mathematical self-perceptions and enjoyment in younger primary school pupils, in the context of the implementation of the Redeveloped Primary Mathematics Curriculum.

Methodology: The study used an exploratory within-subjects mixed methods design to explore mathematical self-perceptions and Mathematics enjoyment of pupils in first- and second- classes in Irish primary schools. The research was carried out within single class cohorts in two DEIS schools. Pupil perspectives were obtained using the Mosaic Approach (Clarke & Moss, 2011) and responses on the Math and Me survey (Adelson & McCoach, 2011). Teacher perspectives were obtained from an anonymous online questionnaire. The research design was underpinned by the pragmatic research paradigm, and guided by the PERMA framework (Seligman, 2011) and Bronfenbrenner & Morris (2006) PPCT model.

Results: No significant differences were found between first and second class pupils in their levels of enjoyment or self-perceptions. Qualitative findings from pupil Mosaic activities and teacher surveys highlighted the role of play-based and strengths-focused pedagogy in fostering positive mathematical experiences and self-beliefs. Teachers reported increased pupil engagement and confidence, aligned with the redeveloped curriculum’s emphasis on exploratory and experiential learning.

Conclusion: The study explored the research gap by exploring mathematical experiences of pupils in first- and second- classes from a strengths-based perspective. From an educational psychology perspective, the implications of the findings of this study are discussed, with an emphasis on future practice.