Investigating mathematics teacher efficacy beliefs in primary initial teacher education

This paper will discuss the mathematics teacher efficacy beliefs (MTEB) of primary initial teacher education (ITE) students. We are interested in studying how ITE students’ MTEBs are influenced (or not) by mathematics education modules undertaken as part of an undergraduate Bachelor of Education (BEd) programme. We will detail how approximations of practice (Grossman, Compton, Igra, Ronfeldt, Shahan, & Williamson, 2009) have been incorporated into mathematics education modules to create opportunities for the development of MTEBs and will report on focus group interviews which explored MTEBs of ITE student

Universal design for Learning as a context for embedding technology in Primary School mathematics

In this cross-border comparative study, 29 Postgraduate Certificate in Education students in Northern Ireland and 28 final year Bachelor of Education students in the Republic of Ireland were given a questionnaire to assess their baseline Technological, Pedagogical, and Content Knowledge for teaching mathematics (Mishra & Koehler, 2006). A teaching intervention followed in which students engaged in modules on mathematics education, digital learning and assessment, as part of their compulsory studies in Initial Teacher Education. What was novel with the approach taken, was that the students were introduced to the educational framework, Universal Design for Learning (Rose & Meyer, 2000) in order to successfully integrate all three modules and to embed technology in planning mathematics lessons. The students undertook school placement where technology was an integral part of planning to support children’s mathematical understanding through providing multiple means of representation, action and expression, and engagement (CAST, n.d.). After this, the students retook the questionnaire. Findings show that by embedding the three key principles of Universal Design in Initial Teacher Education modules; multiple means of representation, action and expression, and engagement; an ideal context is provided for which to develop students’ Technological, Pedagogical, and Content Knowledge for teaching mathematics in the primary school classroom

Investigating the mathematics teaching efficacy beliefs of student teachers

This research study seeks to explore the Mathematics Teaching Efficacy Beliefs of student teachers as part of a longitudinal design-research study, whereby research findings will guide planning for future modules. The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) of Enochs, Smith and Huinker (2000) was employed to measure the overall efficacy beliefs of teachers, and also the beliefs within two subscales, the Personal Teacher Efficacy, and Teaching Outcome Expectancy. A convenience sample of 40 undergraduate students participated in a questionnaire based upon the MTEBI with additional questions relating specifically to the content of a Mathematics Education module recently completed by the students. The sample was drawn from a year group of 440 students by invitation

Associations of students self-reported efficacy beliefs towards mathematics education on completion of their first year in initial teacher education.

Recent changes in the landscape for primary initial teacher education (ITE) in Ireland prompted the first stage of this longitudinal design-research study on Mathematics Education which sought to establish a model of teaching and learning based upon iterations of research upon practice (Borko, Liston, & Whitcomb, 2007). The challenge was to design a research led undergraduate Bachelor of Education (B.Ed.) mathematics programme of study that would focus on the development of students’ efficacy, and more particularly in Year 1, on students’ knowledge of and approaches to the teaching of Measures and perceived implementation of same on their first teaching placement in schools. This first phase of the study gathered students' views retrospectively on the B.Ed. 1 programme, and explored their perceptions of the skills and abilities they possessed whilst teaching mathematics on School Placement. The entire cohort of 430 first year ITE students were invited to participate in an online questionnaire based upon Enochs, Smith and Huinker’s (2000) mathematics teacher efficacy beliefs instrument (MTEBI) with a small number of more open questions pertaining to the particular content of the first year programme. This paper presents an analysis of the responses to the questionnaire and the implications for future research. While the response rate to the questionnaire was disappointing (40 questionnaires completed from 430 students invited) some preliminary findings include moderate self-efficacy scores across the MTEBI subscales, many students’ inclination to draw from research-based resources in planning, and a specific lack of self-efficacy relating to the use of manipulatives

Design and redesign: investigating mathematics teacher efficacy in primary initial teacher education

This research was initiated as a proactive response to a major reform of the structures of initial teacher education (ITE) in Ireland to support best practice (Teaching Council, 2017). We are undergoing an iterative process of design research with the intention of investigating and refining the mathematics education modules undertaken by students on our undergraduate Bachelor of Education programme (Borko, Liston & Whitcomb, 2007).The first phase of the research involved the design of a module on Measures for 460 first year ITE students. Students’ perceptions of the module and their mathematics teacher efficacy beliefs were investigated using an online questionnaire based on Enochs, Smith and Huinker’s (2000) Mathematics Teacher Efficacy Beliefs Instrument (MTEBI). The second phase of data collection will commence soon. This involves inviting the same cohort to participate in focus group interviews

The application of the Universal Design for Learning framework to task design in order to support lower attaining children in the primary school mathematics classroom

Traditionally in Ireland, children with learning needs in mathematics are withdrawn from the mainstream classroom for mathematics lessons and work on a complementary program with the learning support teacher. In this study, the researcher, who was working as the learning support teacher, and the class teacher planned together to integrate these children back into the classroom by co-designing mathematically rich tasks. Over the four week period, children who had formerly been withdrawn from the classroom were put to the fore in the planning of the tasks. Particular consideration was given to their learning styles. The mathematical tasks were inspired by the three principles of the educational framework, Universal Design for Learning (UDL), which constitute Multiple Means of Representation; Multiple Means of Action and Expression; and Multiple Means of Engagement. This paper details the task design, the children’s engagement with the mathematics and the culminating projects. Results revealed that differences among learners became a focus for the mathematics rather than a problem and that all children could engage with and understand difficult mathematical ideas when they were provided with UDL considered tasks

The application of the Universal Design for Learning framework to task design in order to support lower attaining children in the primary school mathematics classroom

Traditionally in Ireland, children with learning needs in mathematics are withdrawn from the mainstream classroom for mathematics lessons and work on a complementary program with the learning support teacher. In this study, the researcher, who was working as the learning support teacher, and the class teacher planned together to integrate these children back into the classroom by co-designing mathematically rich tasks. Over the four week period, children who had formerly been withdrawn from the classroom were put to the fore in the planning of the tasks. Particular consideration was given to their learning styles. The mathematical tasks were inspired by the three principles of the educational framework, Universal Design for Learning (UDL), which constitute Multiple Means of Representation; Multiple Means of Action and Expression; and Multiple Means of Engagement. This paper details the task design, the children’s engagement with the mathematics and the culminating projects. Results revealed that differences among learners became a focus for the mathematics rather than a problem and that all children could engage with and understand difficult mathematical ideas when they were provided with UDL considered tasks

Teachers' use of mathematical picturebooks to engage children in the upper primary years in mathematics

The use of picturebooks to engage children in developing mathematical proficiency is well documented. However, there is limited evidence as to their use with children in the upper primary years. Therefore, we developed a novel initiative in which we would source picturebooks that contained mathematical topics appropriate to this age cohort and trial them in the classroom. In this paper, we present the findings from the seven teachers who took part. The thematic analysis is aligned with the three core principles of Universal Design for Learning. Results demonstrate that use of picturebooks offer learners multiple means of accessing and engaging with mathematical concepts, multiple means of building conceptual representations of mathematics, and lend themselves to multiple means of action and expression in extending, internalising and showcasing learning

Teacher efficacy beliefs at the horizon between primary and secondary school mathematics education

A belief in one’s ability to enact change is central to personal motivation, and thus the way we behave (Bandura, 1993). More particularly, mathematics teaching efficacy beliefs encompass the extent to which a teacher believes that his/her teaching is capable of bringing about change in the mathematical understanding of his/her students, and the extent to which teaching in general supports the learning of mathematics for all students. Bandura (1993) further posits that teachers with a low sense of efficacy are less inclined to support students in responding constructively to challenge and may thus undermine students’ sense of self efficacy in relation to mathematics. This is particularly significant when students’ transition from primary to secondary school, a change that frequently has a negative impact on students’ achievement and enthusiasm for mathematics (Grootenboer & Marshman, 2016). This cross border research study sought to capture the mathematics efficacy beliefs of 6th class and Year 7 teachers in Ireland (Ire) and Northern Ireland (NI), respectively, as well as 1st Year and Year 8 teachers through the use of a questionnaire. Altogether, a representative sample of 428 primary teachers responded, 298 from Ire and 130 from NI and 248 secondary mathematics teachers, 173 from Ire and 75 from NI. The findings show a disparity in relation to teachers’ impressions of mathematics. Primary school teachers (57.8% NI, 57.5% Ire) consider mathematics easier than most subjects to teach with only around 10% of secondary teachers agreeing (8.1% NI, 12.9% Ire) (chi sq p<0.0001). All teachers reported a high sense of self-efficacy in relation to answering students’ questions in class as well as teaching all strands across the mathematics curriculum. Primary teachers were more likely to consider that students were well prepared in all strands of the curriculum upon exiting primary school than secondary teachers. This disagreement is more pronounced when considering Algebra than in any other strand (89% primary, 11% secondary). Particularly significant is that in NI, 72% of secondary teachers as opposed to 51.5% of primary teachers agreed that students have their minds made up about mathematics before they start in secondary school (p=0.006) pointing to a lower outcome expectancy. These findings are particularly pertinent considering that the national Growing Up in Ireland study capturing the transition of students from primary school concluded that the quality of students’ interaction with secondary teachers emerged as having a significant relationship with attitudes to mathematics (ESRI, 2017, 52)

Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland

The beneficial role that children’s literature plays in facilitating the meaningful integration and advancement of literacy and numeracy in the primary mathematics classroom has been well validated by research findings internationally. In Ireland, supporting the development of literacy and numeracy is a key educational priority. Consequently, a myriad of policy initiatives such as the Literacy and Numeracy for Learning and Life strategy have been introduced. All aim to address concerns about young people’s lack of basic literacy and numeracy skills and to consider new teaching and learning modalities to enhance same. Despite this, no official emphasis is given to incorporating literature in the Irish primary school mathematics curriculum. Therefore, it is pertinent and timely that this study seeks to ascertain pre-service and in-service teachers’ views on the use of literature to support mathematics teaching and learning and to investigate perceived barriers to and enablers for the integration of children’ literature in the mathematics classroom in Ireland. The analysis of the findings will be framed using Ajzen (1991)’s Theory of Planned Behavior (TPB) model. This research is part of a large international research collaboration (see www.mathsthroughstories.org), in which the beliefs of teachers with respect to children’s literature are investigated