Extras
Launch of "Knowing What Counts" Report
The "Knowing What Counts" report on Irish primary teachers mathematical knowledge for teaching was launched on the 2nd of February 2010. It is a joint publication by Marino Institute of Education and the Department of Education and Science. The launch was addressed by Brigid McManus (Secretary General of the Department of Education and Science), Professor Michael Grenfell (Head of the School of Education in Trinity College Dublin) and Dr. Anne OGara (President of Marino Institute of Education). The author of the report, Dr. Sean Delaney, spoke about the research and called for prospective and practising teachers to be given greater opportunities to acquire the specialised mathematical knowledge that will help them teach mathematics better. To download a copy of the report, click here
Secondary School Students’ Difficulties in Solving Non-Routine Problems
As part of a study on mathematical problem solving of secondary 2 (13- to 14-yearsold) students in Singapore, 56 Secondary two students from ten secondary schools participated in this study. The purpose of this paper is to explore difficulties faced by 56 Secondary students when solving problems. These interviews were analysed using the structure derived from Newman (1983) and Ransley (1979). From the interviews the difficulties experienced by Secondary school students who were prevented from obtaining a correct solution were: (a) lack of comprehension of the problem posed, (b) lack of strategy knowledge, (c) inability to translate the problem into mathematical form, and (d) inability to use the correct mathematics. To read more, click here
Students’ perceptions about the symbols, letters and signs in algebra and how do these affect their learning of algebra: A case study in a government girls secondary school karachi.
Algebra uses symbols for generalizing arithmetic. These symbols have different
meanings and interpretations in different situations. Students have different perceptions
about these symbols, letters and signs. Despite the vast research by on the students'
difficulties in understanding letters in Algebra, the overall image that emerges from the
literature is that students have misconceptions of the use of letters and signs in Algebra.The findings have some important implications for the teaching of
Algebra
that might help to develop symbol sense in both students and teachers. To read more, click here
NCCA Newsletter
Info@ncca brings news, features and regular columns concerning curriculum and assessment issues into the classroom, creating a dialogue with teachers and supporting them in their work. To read more, click here
National Centre for Excellence (University of Limerick)
The NCE-MSTL is a major initiative funded by the HEA through the Strategic Innovation Fund (SIF) cycle 2 programme to research, co-ordinate and support, develop and implement programmes to enhance Irish science and mathematics teaching and learning at all levels. The Centre is hosted by the University of Limerick and operates under the aegis of the Shannon Consortium.
The mission of the NCE-MSTL is to address issues in the teaching and learning in science and mathematics by
Conducting best practice, high level evidence based research into teaching and learning in mathematics and science - incorporating all learning environments - formal, non formal and informal.
- Collaborating and sharing information with all universities and institutions in order to formulate strategies that enhance mathematics and science teaching and learning from primary school, through secondary school to third level and fourth level.
- Translating existing research into effective best practice in mathematics and science teaching and learning.
- Designing, informing, advising and delivering nationally recognised evidence based CPD programmes.
- Promoting scholarship in mathematics and science teaching and learning.
To view the mathematical resources developed by NCE-MSTL, click the following links, Mathematical resources | Maths Summer Course 2009
To view newsletter, click here
The Effects of Calculator Use on Mathematics in Schools and in Certificate Examinations: Final Report on Phase 2.
Seán Close, Elizabeth Oldham, Paul Surgenor, Gerry Shiel, Thérèse Dooley and Michael O’Leary
In 1999, the Department of Education and Science awarded a contract for conducting
a study on ‘The Effects of Calculator Use in Schools and in the Certificate
Examinations’ to a consortium consisting of the Education Department, St Patrick’s
College, Dublin; the School of Education, Trinity College, Dublin; and the
Educational Research Centre, St Patrick’s College, Dublin. The study arose in the
context of inclusion of calculators in the revised Junior Certificate mathematics
syllabus (introduced in September 2000, for first examination in June 2003), and a
decision to allow the use of calculators in the Junior Certificate mathematics
examination from June 2003 onwards.
Click the following link to go to the erc website, where this document can be downloaded, www.erc.ie
