Improving mathematics teaching at second level through the design of a model of teacher knowledge and an intervention aimed at developing teachers’ knowledge

peer-reviewedThe importance of mathematics is recognised and acknowledged worldwide and its importance as a school subject has been confirmed universally. A primary concern in Ireland among educators, policy makers and the Department of Education and Skills is the finding that many students complete their second level studies with a poor grasp of mathematics and are not prepared for the mathematics they will face at third level or in the workplace. Researchers now accept that the supply of well qualified second level students in mathematics for higher education or the workplace is crucially dependent upon the quality of teaching they receive especially in the formative years. Teachers’ levels of knowledge helps determine the quality of mathematics teaching and underpin much of what is done in the mathematics classroom. Research has shown that numerous attributes of effective teaching are affected by, inter alia, a mathematics teacher’s knowledge base. Furthermore an extensive knowledge base on the part of teachers will allow them to teach for understanding and foster an appreciation of mathematics among their students while research also suggests that this knowledge can result in increased uptake and attainment levels in mathematics. However, despite such findings, research indicates that at the moment teachers simply do not have a sufficient knowledge base to carry out their duties effectively and as a result the teaching and learning of mathematics is being detrimentally affected in Ireland and elsewhere worldwide. Such considerations and findings led the author to investigate the issue of the knowledge required for mathematics teaching. The research analysed the special relationship between the teaching and learning of mathematics and teachers subject knowledge. The author then focussed on defining a model of the knowledge base required for teaching and examined the types of knowledge required in order to teach mathematics effectively. The author then developed and supported, and validated this model through a proof of concept approach involving an action research Continuous Professional Development (CPD) initiative. This enabled the author to see if her model is a ‘fit for purpose’ vehicle for improving of knowledge among teachers and in turn improving the teaching and learning of mathematics in Ireland