51社区

Summary of the Impact:

Improving mathematics proficiency among Irish school children has long been a topic of national debate. The research team at the national centre for STEM Education based at the 51社区 (UL), play a key role in highlighting the subject鈥檚 challenges and providing solutions.  EPI*STEM鈥檚 research uncovered a fundamental barrier to mathematical attainment. Their 2009 study (1)  reported that almost half (48%) of those teaching mathematics at post-primary level were not adequately qualified to do so: in other words, they were teaching out-of-field (OOF). These results led to EPI*STEM launching a dedicated upskilling programme, the (PDMT), in 2012. The programme is government funded, recognised by the Teaching Council, and delivered through a national network of 14 teacher education partners. To date, 1100 teachers have graduated the programme. Through their focus on STEM research and education, EPI*STEM have: impacted mathematical proficiency among post-primary students; addressed the imbalance in the numbers and age-profile of qualified mathematics teachers within the education system; and contributed to improving the knowledge, confidence, and classroom practice of mathematics teachers throughout Ireland. A 2018 study by EPI*STEM (2) found the rate of OOF teaching has since reduced to 25%.  

EPI*STEM鈥檚 research uncovered a fundamental barrier to mathematical attainment.

 

Sustainable Development Goals

References to the research

Out-of-Field Mathematics Teachers`Beliefs and Practices: An Examination of Change and Tensions Using Zone Theory.

Authors: Lane, C., & N铆 R铆ord谩in, M.

Teacher learning and continuous professional development.

Authors: Faulkner, F., Kenny, J., Campbell, C., & Crisan, C.

Out-of-field teaching in post-primary mathematics education: An analysis of the Irish context.

Authors: N铆 R铆ord谩in, M., & Hannigan, A.

Who teaches mathematics at second level in Ireland?

Authors: N铆 R铆ordain, M., & Hannigan, A.

Teacher professional competence: What can be learned about the knowledge and practices needed for teaching?

Authors: N铆 R铆ord谩in, M., Paolucci, C. & Lyons, T.

An examination of the professional development needs of out-of-field mathematics teachers.

Authors: N铆 R铆ord谩in, M., Paolucci, C., & O鈥橠wyer, L.

Teaching out-of-field internationally.

Authors: Price, A., Vale, C., Porsch, R., Esti, R., Faulkner, F., N铆 R铆ord谩in, M., Crisan, C., & Luft, J.

Out-of-field teaching in post-primary mathematics education in Ireland: Analysis of the Irish context before and after implementation of the Professional Diploma in Mathematics for Teaching.

Authors: N铆 R铆ord谩in, M., Faulkner, F., & Goos, M.

Impact of a national professional development program on the beliefs and practices of outof-field teachers of mathematics.

Authors: Goos, M., N铆 R铆ord谩in, M., Lane, C., & Faulkner, F.

Designing effective professional learning programs for out-of-field mathematics teachers.

Authors: Goos, M., & O鈥橠onoghue, J.

Designing a blended learning program for 鈥渙ut-of-field鈥 mathematics teacher professional development.

Authors: Goos, M., O鈥橠onoghue, J., N铆 R铆ord谩in, M., Faulkner, F., Hall, T., & O鈥橫eara, N.