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

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dc.contributor.advisor Johnson, Patrick
dc.contributor.advisor O'Donoghue, John
dc.contributor.author O'Donoghue, Bernadette
dc.date.accessioned 2019-02-20T13:01:05Z
dc.date.available 2019-02-20T13:01:05Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/10344/7605
dc.description peer-reviewed en_US
dc.description.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. en_US
dc.language.iso eng en_US
dc.publisher University of Limerick en_US
dc.subject mathematics en_US
dc.subject pre-service teachers en_US
dc.subject education en_US
dc.subject reforms en_US
dc.subject post-primary education en_US
dc.title From policy to practice: an investigation into pre-service teachers’ preparedness for implementing literacy and numeracy for mathematics teaching in Ireland en_US
dc.type info:eu-repo/semantics/doctoralThesis en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.type.supercollection ul_theses_dissertations en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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