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Prendergast, Mark
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Prendergast, Mark
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Prendergast, Mark
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Now showing 1 - 5 of 5
- PublicationMathematical Content Knowledge of Pre-Service Teachers: Implications for Consecutive ITE Programmes(2021-10-16)
; ; ; This study examines the mathematical content knowledge (MCK) of pre-service post-primary mathematics teachers (N=85) on commencing their Professional Master of Education (PME) initial teacher education (ITE) programme. Participants’ cognitive and conceptual proficiency with curriculum-aligned mathematical content was evaluated using a validated paper and pencil test, on commencement of their PME studies. Findings indicate that pre-service mathematics teachers exhibit stronger proficiency with Junior-Cycle curriculum-aligned content and weak proficiency with Senior-Cycle concepts, regardless of the curriculum strand. Given the lack of recent research examining MCK relating to pre-service teachers, and the focus of postgraduate ITE programmes on pedagogical aspects of teaching, this research identifies concerns with ITE programmes that may need to be addressed to support pre-service mathematics teachers’ development and induction into the profession.32 - PublicationMaths Sparks engagement programme: investigating the impact on under-privileged pupils’ attitudes towards mathematics(Oxford University Press, 2021-06)
; ; In this paper we explore the attitudes of under-privileged secondary school pupils in Ireland towards mathematics and investigate the impact of attending a 4-week engagement programme on these attitudes. The pupils involved in this research attended schools recognized by the Department of Education & Skills as socio-economically deprived. Pupils attending these schools, known as Delivering Equality of Opportunity in Schools (DEIS), are 40% less likely than their counterparts in non-DEIS schools to pursue mathematics at a higher level in state examinations (Smyth, E., Mccoy, S. & Kingston, G., 2015, Learning From the Evaluation of DEIS. Dublin: Economic and Social Research Institute). However, little research has reported on these pupils’ experiences of and attitudes towards mathematics at senior secondary level. An engagement programme entitled ‘Maths Sparks’ was purposefully designed for secondary pupils from DEIS schools, with the aim of positively influencing their attitudes towards and confidence in mathematics. The programme consisted of weekly out-of-school workshops exploring extra-curricular mathematics topics, designed and delivered by undergraduate mathematics students. Questionnaires were utilized to evaluate pupils’ attitudes towards mathematics before and after their participation in the programme. Despite its relatively short time frame, qualitative and quantitative analysis suggests an increase in participating pupils’ attitudes towards, enjoyment of and self-confidence in mathematics due to their participation in the programme. Findings also suggest that while these pupils liked the subject of mathematics, their experience of learning the subject in school was not always positive and was sometimes hindered by the absence of higher-level mathematics as an option in school. The high-stakes examination content and teachers’ beliefs in the ability of their students also sometimes negatively impacted learners’ intentions to pursue mathematics at a higher level. Findings suggest that longitudinal mathematics engagement programmes, which focus on problem solving, involve extra-curricular mathematical concepts and are presented by undergraduate mathematics students, may provide a valuable way of positively impacting pupils’ intentions to pursue the subject.107Scopus© Citations 4 - PublicationAn attitudinal snapshot of pre-service secondary mathematics teachers(Western Australian Institute for Educational Research, 2020-02-08)
; ; ; ; A teacher’s attitude towards a subject has a major influence on their learning and subsequent teaching of that subject. This has a knock-on effect on the development of their own students’ attitudes. However, despite such importance there has been a dearth of research in this area, particularly in relation to the attitudes of pre-service secondary teachers of mathematics. Thus, the aim of this study is to quantify the attitudes of this cohort of teachers at the beginning of their initial teacher education (ITE) program. The participants in the study are pre-service teacher cohorts (N = 98) from four Irish universities who are enrolled in a postgraduate ITE program, known as the Professional Master of Education (PME). Six sub-scales of the overall Fennema-Sherman Mathematics Attitudes Scales (FSMAS) were used to gain a quantitative measure of participants’ attitudes towards the subject as they embarked on their ITE. The FSMAS scores were strongly positive, although the results of the mathematics anxiety and teacher subscales were notably lower in comparison to the others. Further analysis was carried out to identify affecting factors, particularly in relation to these two low-ranking subscales.149 - Publication"When a number moves across it changes its sign" - Teachers' conceptual understanding of algebra(2019-02-10)
; ; ; Algebra has long been identified as an area of difficulty in the teaching and learning of mathematics. In Ireland such difficulties have traditionally been attributed to an over reliance on transformational-based activities when teaching the domain (Prendergast & O’Donoghue, 2014). These activities place a high emphasis on manipulating expressions and equations in a rote fashion, without a sound conceptual understanding of algebraic concepts. To addresses this issue a reformed algebra strand was introduced to all secondary schools in September 2011. In a shift from the transformational-based approach, the reformed strand followed the lead of several countries and advocated a functions-based approach to teaching the domain. This functions-based approach reflects inquiry methods through which students take responsibility when dealing with new problems, rather than rehearsing known procedures. However, a study by Prendergast and Treacy (2018) found that not all teachers had successfully adopted the functions-based approach in their own teaching. Through teacher interviews a number of reasons were offered into why the reformed strand had not been implemented as intended27 - PublicationPre-service mathematics teachers' concerns and beliefs on implementing curricular reform(Centre for the Advancement of STEM Teaching and Learning (CASTeL), Faculty of Science and Health, Dublin City University, 2016-06-17)
; ; ; In 2010, a major reform of the Irish post-primary mathematics curriculum was introduced. In tandem with this reform, in-service professional development has been made available to all post-primary mathematics teachers, with over 4,000 teachers attending such training (Project Maths Implementation Support Group, 2014). However, as these specialised professional development programmes are presently drawing to a close, newly qualifying mathematics teachers will not have an opportunity to participate in such in-service initiatives. In this research, we investigate the concerns and efficacy beliefs of a cohort of pre-service teachers (PSTs) towards the curriculum reform. 41 PSTs from post-graduate initial teacher education in four third-level institutions in Ireland participated in the research. Preliminary data based on their concerns regarding the reform (Charalambos and Philippou, 2010) and additional qualitative responses are presented in this paper. Findings suggest that at the commencement of their initial teacher education, this group of PSTs are concerned about their knowledge of the reform, have mis-information about the reform, and do not yet show significant concern for the impact of the reform.101