Mr. David Coughlan
How can I improve summative assessment in my first year math class?
The primary concern of my research was to identify how I could improve the implementation of summative assessment in my classroom. Our education system today relies heavily on summative assessment to represent student learning and to identify the students who are more academically inclined. It is prudent for my teaching that I have a thorough understanding of summative assessment. I evaluated students’ attitudes towards assessment through questionnaires and interviews, and recorded the results of assessments implemented with a focus on improving their results through feedback. The research indicates that providing feedback for the students and allocating adequate time for the students to reflect on the feedback and correct their errors will enhance the benefits of summative assessment and will improve student understanding.
How can I improve summative assessment in my first year math class?
The primary concern of my research was to identify how I could improve the implementation of summative assessment in my classroom. Our education system today relies heavily on summative assessment to represent student learning and to identify the students who are more academically inclined. It is prudent for my teaching that I have a thorough understanding of summative assessment. I evaluated students’ attitudes towards assessment through questionnaires and interviews, and recorded the results of assessments implemented with a focus on improving their results through feedback. The research indicates that providing feedback for the students and allocating adequate time for the students to reflect on the feedback and correct their errors will enhance the benefits of summative assessment and will improve student understanding.
Mr. Joe Geraghty
The Teacher's Role in Designing Homework and its Effect on Students Learning
I want to investigate the teacher’s role in designing homework. I feel that homework needs to be designed to cater for all the students and their varying abilities. Homework is not only something that students must do after school hours, it is also a part of a teacher’s professional work. Teachers should be designing homework to benefit the students learning. Through my extensive research, I have identified two key findings that could improve students learning in the classroom; the student’s parents must get involved in the homework and also links should be created to real life situations at home. These will aid the students in their basic understanding of mathematics. I felt this is imperative, especially with the new project maths putting such emphasis on students understanding of a concept. I will investigate this hypothesis through a series of in-class tests, critical friend reports and questionnaires.
The Teacher's Role in Designing Homework and its Effect on Students Learning
I want to investigate the teacher’s role in designing homework. I feel that homework needs to be designed to cater for all the students and their varying abilities. Homework is not only something that students must do after school hours, it is also a part of a teacher’s professional work. Teachers should be designing homework to benefit the students learning. Through my extensive research, I have identified two key findings that could improve students learning in the classroom; the student’s parents must get involved in the homework and also links should be created to real life situations at home. These will aid the students in their basic understanding of mathematics. I felt this is imperative, especially with the new project maths putting such emphasis on students understanding of a concept. I will investigate this hypothesis through a series of in-class tests, critical friend reports and questionnaires.
Ms. Shauna Kelly
The Impact of Introducing Student-Centred Learning Methods on Students’ Attitudes Towards Mathematics
In recent years the second level mathematics curriculum has undergone huge change with the introduction of Project Maths. It aimed to move the emphasis from memorising and routine performance to understanding and real world applications. However, many students aren’t benefiting fully from the change because they have already developed a negative mathematics. Furthermore some teachers, despite the change, still follow a traditional teaching style which doesn’t suit the learning styles of all students. The main aim of my study was to identify the effects of student-centred learning on students’ attitudes towards mathematics. A total of 15 Transition year students participated. I implemented student centred learning methods including group work and guided discovery in the classroom and through the use of questionnaires, exits slips, interviews, observation, group projects and critical friend observation, I found that these student-centred learning methods had a positive impact on students’ attitudes towards mathematics.
The Impact of Introducing Student-Centred Learning Methods on Students’ Attitudes Towards Mathematics
In recent years the second level mathematics curriculum has undergone huge change with the introduction of Project Maths. It aimed to move the emphasis from memorising and routine performance to understanding and real world applications. However, many students aren’t benefiting fully from the change because they have already developed a negative mathematics. Furthermore some teachers, despite the change, still follow a traditional teaching style which doesn’t suit the learning styles of all students. The main aim of my study was to identify the effects of student-centred learning on students’ attitudes towards mathematics. A total of 15 Transition year students participated. I implemented student centred learning methods including group work and guided discovery in the classroom and through the use of questionnaires, exits slips, interviews, observation, group projects and critical friend observation, I found that these student-centred learning methods had a positive impact on students’ attitudes towards mathematics.
Ms. Karen Kerrigan
How Can I Use In-Class Examples Based on Real-Life Situations to Promote Positive Student Attitudes towards Mathematics?
Mathematics is becoming an increasingly important aspect in our lives, due to its growing use in IT, science, business and many other sectors. However, during my time as a student teacher I have noticed that it has become increasingly unpopular amongst students in second-level education, which is ultimately having an effect on their desire to progress into third-level education with the aim of studying mathematics. For this reason, I decided to look into how highlighting the uses of maths through real-life examples could promote positive students’ attitudes towards the subject. Through the exploration of a variety of factors that contribute to students’ attitudes, I have analysed the effects of implementing real-life situations in the maths classroom and identified a number of potential problem areas that need to be dealt with in order to foster a positive learning environment towards the subject.
How Can I Use In-Class Examples Based on Real-Life Situations to Promote Positive Student Attitudes towards Mathematics?
Mathematics is becoming an increasingly important aspect in our lives, due to its growing use in IT, science, business and many other sectors. However, during my time as a student teacher I have noticed that it has become increasingly unpopular amongst students in second-level education, which is ultimately having an effect on their desire to progress into third-level education with the aim of studying mathematics. For this reason, I decided to look into how highlighting the uses of maths through real-life examples could promote positive students’ attitudes towards the subject. Through the exploration of a variety of factors that contribute to students’ attitudes, I have analysed the effects of implementing real-life situations in the maths classroom and identified a number of potential problem areas that need to be dealt with in order to foster a positive learning environment towards the subject.
Ms. Tessa Morgenroth
Using Selective Questioning Styles and Collaborative Teaching Techniques to Promote Higher-Order Thought Processes in Students in the Mathematics Classroom
In 2005, the NCCA published a review on Mathematics Education in Post-Primary schools in Ireland. The findings of this review brought about some fundamental changes in Ireland’s ‘traditional’ mathematics teaching style and completely restructured the nature of the Irish maths classroom. In particular, Project Maths embraced child-centred teaching and learning and placed increasing emphasis on student understanding. Exam questions were refashioned to show clearer succession between mathematical processes and question styles became more diverse and less predictable in order to discourage rote learning and over-reliance on student memory. My research over the course of my teaching placement involved adapting my own questioning techniques, in order to accompany the new exam style more harmoniously. I worked on creating opportunities whereby students can practice and develop higher-order levels of thinking, better levels of understanding and most importantly creative and original thought, in line with the learning objectives of the Project maths curriculum.
Using Selective Questioning Styles and Collaborative Teaching Techniques to Promote Higher-Order Thought Processes in Students in the Mathematics Classroom
In 2005, the NCCA published a review on Mathematics Education in Post-Primary schools in Ireland. The findings of this review brought about some fundamental changes in Ireland’s ‘traditional’ mathematics teaching style and completely restructured the nature of the Irish maths classroom. In particular, Project Maths embraced child-centred teaching and learning and placed increasing emphasis on student understanding. Exam questions were refashioned to show clearer succession between mathematical processes and question styles became more diverse and less predictable in order to discourage rote learning and over-reliance on student memory. My research over the course of my teaching placement involved adapting my own questioning techniques, in order to accompany the new exam style more harmoniously. I worked on creating opportunities whereby students can practice and develop higher-order levels of thinking, better levels of understanding and most importantly creative and original thought, in line with the learning objectives of the Project maths curriculum.
Ms. Órlagh Nic Eoin
Does Running a Math Club Improve Attitudes to Math in a Single-Sex Secondary School in Ireland
Why do so many students fear math or doubt their own mathematical abilities? This paper investigates whether a less formal intervention outside the classroom may have more success in improving attitudes to math than those conducted in formal classroom setting. The action research invloves running an after-school math club one evening per week for junior and senior math students. The club operates on a drop-in basis. Participants were surveyed and interviewed before, during and after their attendance to assess whether this intervention resulted in any change in their attitude to math and their perception of their own mathematical abilities. Research reports that attendance at an after-school math club did have a positive effect on students’ attitude to math, most especially amongst senior students and the school plans to continue with math club into the future.
Does Running a Math Club Improve Attitudes to Math in a Single-Sex Secondary School in Ireland
Why do so many students fear math or doubt their own mathematical abilities? This paper investigates whether a less formal intervention outside the classroom may have more success in improving attitudes to math than those conducted in formal classroom setting. The action research invloves running an after-school math club one evening per week for junior and senior math students. The club operates on a drop-in basis. Participants were surveyed and interviewed before, during and after their attendance to assess whether this intervention resulted in any change in their attitude to math and their perception of their own mathematical abilities. Research reports that attendance at an after-school math club did have a positive effect on students’ attitude to math, most especially amongst senior students and the school plans to continue with math club into the future.
Mr. Kevin O'Connor
The Effectiveness of the Collaborative Learning Approach in Developing Mathematical Literacy
This study looks at the effects of collaborative learning on students’ mathematical literacy. It was based on a single class group of students aged 13 to 14 years. The results show that their maths competency scores increased significantly following the eleven week programme which utilised mainly a collaborative learning approach. It also found that notable changes of students’ perceptions occurred in a number of areas; their preferred methods by which they improve their mathematical literacy, their ability to communicate mathematically and their perception of mathematics.
The Effectiveness of the Collaborative Learning Approach in Developing Mathematical Literacy
This study looks at the effects of collaborative learning on students’ mathematical literacy. It was based on a single class group of students aged 13 to 14 years. The results show that their maths competency scores increased significantly following the eleven week programme which utilised mainly a collaborative learning approach. It also found that notable changes of students’ perceptions occurred in a number of areas; their preferred methods by which they improve their mathematical literacy, their ability to communicate mathematically and their perception of mathematics.
Mr. Michael O' Connell
Collaborative Learning with Mobile Technology
The technological world has evolved at an immeasurable rate but these advances have been very slow at integrating with education. Today, everybody has a mobile device on them from a very young age. As of 2017 there are 9 schools, both primary and post-primary, that have adopted the use of the Microsoft Surface in the classroom over textbooks in Ireland. With new teaching resource’s emerging, like the Surface, how can mobile technology facilitate the pedagogical approaches in a maths classroom or even provide new approaches? Mobile technology is utilised by the youth of today mostly for social media and communication. Understanding how mobile technology is already been used I delve into how this can relate to collaborative learning in mathematics. From my research I identify how mobile technology can effectively facilitate collaborative learning, both inside and outside a classroom, and I clearly identify the disadvantages of mobile technology with respect to collaboration.
Collaborative Learning with Mobile Technology
The technological world has evolved at an immeasurable rate but these advances have been very slow at integrating with education. Today, everybody has a mobile device on them from a very young age. As of 2017 there are 9 schools, both primary and post-primary, that have adopted the use of the Microsoft Surface in the classroom over textbooks in Ireland. With new teaching resource’s emerging, like the Surface, how can mobile technology facilitate the pedagogical approaches in a maths classroom or even provide new approaches? Mobile technology is utilised by the youth of today mostly for social media and communication. Understanding how mobile technology is already been used I delve into how this can relate to collaborative learning in mathematics. From my research I identify how mobile technology can effectively facilitate collaborative learning, both inside and outside a classroom, and I clearly identify the disadvantages of mobile technology with respect to collaboration.
Ms. Laura Reddin
The Simplification of Formal Mathematical Language to Accessible Everyday Familiar Language
The main focus of my research was to break down formal mathematical language. As it stands, students generally hold a perception that mathematics is too difficult, along with the idea that it’s irrelevant or “a waste of time”. I believe that a lot of the difficulty lies within the formal mathematical language. I wanted to focus on simplifying the formal mathematical language in a way which allowed students to express their thoughts and concerns with the use of everyday familiar language. As the introduction of project maths is commonly based around the incorporation of real life examples, I was interested in exploring whether this would help simplify formal mathematical language into everyday familiar language. Overall, the key findings of the study suggest that formal mathematical language can be transferred to everyday familiar language and that real life scenarios/examples play a major component in doing so both effectively and efficiently.
The Simplification of Formal Mathematical Language to Accessible Everyday Familiar Language
The main focus of my research was to break down formal mathematical language. As it stands, students generally hold a perception that mathematics is too difficult, along with the idea that it’s irrelevant or “a waste of time”. I believe that a lot of the difficulty lies within the formal mathematical language. I wanted to focus on simplifying the formal mathematical language in a way which allowed students to express their thoughts and concerns with the use of everyday familiar language. As the introduction of project maths is commonly based around the incorporation of real life examples, I was interested in exploring whether this would help simplify formal mathematical language into everyday familiar language. Overall, the key findings of the study suggest that formal mathematical language can be transferred to everyday familiar language and that real life scenarios/examples play a major component in doing so both effectively and efficiently.
Ms. Katie Rogers
Linking Strand 4: Algebra and Strand 5: Functions of the Junior Certificate Project Maths Syllabus to Develop Student Learning in the Mathematics Classroom
There was a need for Ireland to change the way Mathematics was being taught to second level students which led to the introduction of Project Maths. This research paper explores the combination of two strands, Algebra and Functions, within the mathematics syllabus and investigates how linking the strands aids student understanding and learning. I have conducted a questionnaire and an in-class project and have analysed the findings. Using this research I have identified when the topics were explicitly taught that the majority of students recognised the connection between the strands and that students were of the opinion that the linkage of the two strands was very beneficial to their learning and understanding.
Linking Strand 4: Algebra and Strand 5: Functions of the Junior Certificate Project Maths Syllabus to Develop Student Learning in the Mathematics Classroom
There was a need for Ireland to change the way Mathematics was being taught to second level students which led to the introduction of Project Maths. This research paper explores the combination of two strands, Algebra and Functions, within the mathematics syllabus and investigates how linking the strands aids student understanding and learning. I have conducted a questionnaire and an in-class project and have analysed the findings. Using this research I have identified when the topics were explicitly taught that the majority of students recognised the connection between the strands and that students were of the opinion that the linkage of the two strands was very beneficial to their learning and understanding.