Out-of-field teaching in post-primary mathematics education : an analysis of the Irish context. A research report

Abstract

Summary: Widespread coverage in the national media has highlighted the underperformance of post-primary students in mathematics and the low uptake of Higher Level mathematics at Senior Cycle education (EGFSN, 2008). In particular, performance in the Leaving Certificate examinations has been subjected to scrutiny, with growing concerns for the number of students failing Ordinary Level mathematics, and thus restricting their opportunities for further education and training. The Task Force on Physical Sciences (2002) reiterate this serious concern about the mathematical competence of second level students in Ireland and that high failure rates contribute to low intakes of students into the Science, Engineering and Technology subjects at third level education. Data on trends in technical, scientific and business occupations support an impression of a population ill-prepared to meet the needs of a growing knowledge economy requiring graduates with mathematical, scientific and ICT skills (EGFSN, 2008). However, little research has been undertaken to investigate issues of causality in relation to the decline in mathematics in Irish post-primary education.

Aim of Study: Teacher quality is believed to be one of the most important factors affecting student learning. Research has demonstrated that students learn more from teachers who are skilled, experienced, and know what and how to teach (Darling-Hammond, 2000; Darling-Hammond & Youngs, 2002; Goldhaber, 2002; Rice, 2003; Wayne & Youngs, 2003). The aim of this study is to investigate the level of out-of-field teaching occurring in Irish postprimary mathematics classrooms, its potential influence on mathematics learning and to determine characteristics specific to the Irish context.