Aisling Leavy

When I Meet Them I Talk to Them: The Challenges of Diversity for Preservice Teacher Education.

The homogeneity that once represented Irish society will soon be represented only in the annals of history. The influx of people of diverse nationalities, together with the increasing presence of children with physical and intellectual disabilities, and children coming from a range of non-traditional backgrounds will make our classrooms increasingly diverse over time. Together with the great opportunities that this diversity presents come a number of challenges. A major challenge lies in the preparation of our future teachers to meet the needs of and provide equitable learning opportunities for children in our classrooms. This study examines preservice teachers’ exposure to and beliefs about diversity. Two instruments were administered to 286 preservice teachers (the Prior Experiences Related to Diversity, and the Personal and Professional Beliefs about Diversity Scale). The findings indicate that preservice teachers’ exposure to diversity is very limited, in particular their exposure to members of the Travelling community, and refugees and asylum-seekers. High levels of tolerance and support were expressed toward religious, cultural, sexual and language diversity. Most evident was limited understanding of the roles played by gender in contributing to inequity in society and the importance of gender equitable practices in educational contexts. Another finding of concern was the contrasting ways in which ethnic disparities in academic achievement were attributed, with members of the Travelling community being viewed less positively than those from other ethnic groups.

Come in with an Open Mind: Changing Attitudes towards Mathematics in Primary Teacher Education.

Abstract Background: The relationship between attitudes and behaviour has led to a focus on the role played by attitudes in the teaching and learning of mathematics. Purpose: This paper reports on an investigation into student teachers’ self-reported attitudes towards mathematics in the context of a mathematics education programme. The programme had been developed by the authors in response to a new, reformed four-year undergraduate initial teacher education (ITE) for primary teachers in Ireland. The authors aimed to use the feedback to evaluate and develop the course further. Sample: We report on the attitudes of 345 pre-service primary teachers enrolled in a four-year undergraduate ITE programme. 281 of these participants had matched survey data before and after participating in the mathematics education programme. Method and Design: Four evaluation criteria were used as a conceptual framework for the evaluation of the mathematics education programme. A multi-method approach was taken in investigating the students’ attitudes to mathematics by using a scale as a quantitative measure of attitude alongside open-ended survey items that provided qualitative insights into changes in attitudes. Results and conclusions: Results from the survey data suggested overall that the participants’ attitudes towards mathematics were more positive after they had experienced the mathematics education programme. Overall, the written responses suggested that according to self-reportage, participants perceived that participation in the mathematics education programme had affected their attitudes towards mathematics positively. Comments indicated that the ‘small group’ tutorial structure was particularly well received and was associated with opportunities to actively engage, explore, interact and reflect. Suggestions offered by the participants will be used to inform planning and development of the mathematics programme.

A path analysis of the relationship among critical motivational variables and achievement in reform-oriented mathematics curriculum

Abstract This study investigated the relationship among critical motivational variables and mathematics achievement as middle grades students engaged in a reform-oriented curriculum, Mathematics in Context. We tested 327 students in fifth, sixth, and seventh grade before and after two years of implementation. We performed a path analysis with subscales representing latent motivational variables and with achievement on the Iowa Test of Basic Skills as the outcome variable. The variables stimulation and control interacted to produce task interest, which, in turn, contributed to achievement gains. Effort was a byproduct of the stimulation afforded by the mathematical tasks. Attributions of success and failure were outcomes of interest. Utility mediated the effort on tasks and the attributions the tasks engendered. Results show that, with curriculum designed to emphasize utility and interest, students forged a high degree of motivation. Also, their achievement increased dramatically, in part, as a function of this increase in motivation.

Rate Your Course! Student Teachers' Perceptions of a Primary Pre-Service Mathematics Education Programme.

Abstract Although research suggests that many pre-service mathematics education programmes are weak interventions having a negligible effect on student teachers’ knowledge, beliefs and attitudes, there is consensus that programmes that model and engage student teachers in reform teaching and learning approaches have the potential to effect positive change in attitudes and knowledge of mathematics. This paper focuses on the perceptions of 345 student teachers regarding their mathematics education programme. The authors consider that in order to further our understanding of the characteristics of an effective pre-service mathematics education programme, the opinions of participating student teachers are fundamental. Participants reported improved mathematical subject matter knowledge and pedagogical content knowledge in addition to greater confidence and decreased anxiety towards mathematics. Programme features such as small group tutorials and interactive engagement were identified as impacting this positive change.

Developing potentiality: pre-service elementary teachers as learners of language immersion teaching

ABSTRACTResearch has shown immersion to be effective, yet our understanding about the integration of language and content in Irish-medium immersion (IMI) pedagogy remains incomplete. This article r...

The design space of student learning: who is accountable and accountable for what?

. . .a teacher one standard deviation above the mean effectiveness annually generates marginal gains of over

Gifted Students’ Understanding of Statistics: Analysis of Data Arising from a Small Group Teaching Experiment

400,000 in present value of student future earnings with a class size of 20 and proportionately higher with larger class sizes. Alternatively, replacing the bottom 5 8 percent of teachers with average teachers could move the US near the top of international math and science rankings with a present value of

From Cradle to Classroom: Exploring Opportunities to Support the Development of Shape and Space Concepts in Very Young Children

100 trillion. (Hanushek 2011, 466)

Emergent Reasoning About Uncertainty in Primary School Children with a Focus on Subjective Probability

Abstract The principal objective of the study was to gain insight into cognitive processes related to three gifted students understanding of data. A small group teaching experiment was used to uncover students understanding of the notion of distribution and consisted of a clinical interview phase, teaching phase, and analysis phase. Fifteen teaching episodes followed the initial clinical interview and involved students working together on a variety of mathematical activities. The study examined how students organized data, described and indexed distributions of data, in addition to investigating their conceptualization of the mean. Results suggest that (a) modes and ranges were the most salient features of distributions, (b) typical values were generally located in clusters of data, (c) the mean was not utilized in the constructed measures of typicality, and (d) students had a relatively sophisticated understanding of samples and populations. Implications for curricular treatment of statistics for gifted students are discussed.

Inscriptional Capacities and Representations of Young Children Engaged in Data Collection During a Statistical Investigation

This chapter provides an overview of the growing body of evidence regarding the nascent geometrical capabilities of young children. We focus on spatial awareness and shape which are two broad concepts that underpin geometrical thinking from 0 to 8 years. In relation to each concept, we identify key indicators of informal learning trajectories, the mathematical underpinnings of these concepts and how they manifest themselves in early infancy through the preschool years and into the early primary school years. In parallel with these informal trajectories, we explain ‘big ideas’ which may include obstacles to learning or key misconceptions. Finally, we outline ways of supporting the development of geometrical understandings across the early years making reference to informal mathematics and play-based activities within the home and community setting and acknowledge the important role that language, gesture and context play in the development of children’s geometrical capacities and understandings.