From policy to practice: an investigation into pre-service teachers’ preparedness for implementing literacy and numeracy for mathematics teaching in Ireland

Abstract

This study examines the readiness of pre-service teachers of mathematics to implement reforms in post-primary education and mathematics education, coined by the author as Literacy and Numeracy for Mathematics Teaching in Ireland (LNMTI). A definition of LNMTI was developed coupled with an assessment framework to guide the production of a LNMTI survey aimed at examining the proficiency of pre-service teachers of mathematics in this domain of learning. Findings indicate the participants were underprepared for the demands of current reforms in mathematics education in Ireland, despite holding a tertiary qualification in mathematics. Results also suggest difficulties exist in participants’ conception and comprehension of numeracy for mathematics teaching, raising issues about the provision of numeracy education for pre-service teachers of mathematics. Additionally, the findings from the survey and the LNMTI framework guided the design and the development of a LNMTI module in order to investigate whether the knowledge gaps identified could be addressed. A classroom observation sheet for university school placement tutors was also developed as a post-intervention assessment instrument for LNMTI. Findings indicate that both the module and the classroom observation instrument have the potential to provide solution based responses to the problem of pre-service teacher of mathematics readiness for current educational systemic changes in Ireland. The study’s contribution to theory is in the development of design principles for translating educational policy into practice.