Brosnan, Anne
(2007)
The Teaching of Mathematics at Post-Primary Level in Ireland
A Review of Traditional Patterns and an Exploration of Future.
PhD thesis, National University of Ireland Maynooth.
Abstract
This thesis appears in two parts. The first part consists o f three chapters. The first
two chapters consider and review Irish post-primary mathematics in an historical
context and appraise the influential forces which and players who have contributed to
and shaped mathematics teaching and inservice courses for mathematics teachers
from 1924 to 2005. A review o f the literature exploring the quality and shortcomings
of teaching and learning at Junior Cycle level follows.
Part II contains the empirical study. The first chapter in this part describes the design
and scope o f the methodology used in the intensive study which was undertaken in
three different Irish post-primary schools. This study was over a complete three year
Junior Cycle period and attempted to analyse and gain insights into the teaching and
learning of mathematics. Based on video analysis, the dominant teaching
methodologies employed in the classes are described and examined. By analysing
questionnaires and interviews with students and teachers, their attitudes and
perspectives on teaching and learning mathematics are presented. The thesis
concludes with a review o f the mam findings arising from this research. Finally,
recommendations are put forward that seek to address issues such as the
shortcomings in teaching and learning mathematics in Irish post-primary schools, the
continuing professional development of mathematics teachers and the support
structures necessary to cultivate richer teaching and learning environments for all.
| Item Type: |
Thesis
(PhD)
|
| Keywords: |
Teaching; Mathematics; Post-Primary Level; Ireland; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
5054 |
| Depositing User: |
IR eTheses
|
| Date Deposited: |
27 Jun 2014 09:24 |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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