Four countries The Netherlands, Austria, Spain, and Ireland took the initiative to initiate the first steps to come to a Common European Numeracy Framework (CENF).
Abstract: Four countries The Netherlands, Austria, Spain, and Ireland took the initiative to initiate the first steps to come to a Common European Numeracy Framework (CENF). We were granted funding by the European Union under the Erasmus+ scheme to work towards such a framework between 2019 and 2021. As result of this project a Common European Numeracy Framework (CENF) will be established and based on this framework a set of professional development modules for adult numeracy educators will be developed. The CENF will incorporate the latest insights into quality numeracy skills and competencies which are relevant for our technologized and numbers-drenched society.
Investigators/ Researchers: Dr Niamh O’Meara; Dr Kees Hoogland; Marlies Auer; Prof. Javier Diez Palomer
Commencement Date: December 2018
End Date: December 2021
The awards will fund one woman per discipline who has completed her advanced degree, who is working as an assistant professor and who is not yet tenured at an accredited university or design institution.
Abstract: The awards will fund one woman per discipline who has completed her advanced degree, who is working as an assistant professor and who is not yet tenured at an accredited university or design institution. The goal is to fuel the research passion of the awarded women and inspire career paths in their respective STEM2D fields.
Investigators/ Researchers: Prof Merrilyn Goos; Dr Regina Kelly; Dr Oliver McGarr
Commencement Date: September 2018
End Date: September 2019
The aim of this project is to explore students’ mathematical preparedness for STEM education at tertiary level in the Irish context.
Student Mathematical Preparedness
Abstract: The aim of this project is to explore students’ mathematical preparedness for STEM education at tertiary level in the Irish context. The project takes an innovative approach to the issue of student retention in STEM degrees by investigating the perceptions of three stakeholders – teachers, students and lecturers – on the mathematical preparedness of students for studying science and engineering at tertiary level. This project will also examine the existence and perception of interdisciplinary STEM education in preparing students for the transition to tertiary level STEM learning. A pilot study is currently in process with further in-depth work planned for next year.
Investigators/ Researchers: Dr Ciara Lane; Dr Gráinne Walshe
Commencement Date: June 2018
End Date: August 2019
In Ireland, a Bonus Points Initiative [BPI] was introduced in 2012 for mathematics.
What’s the Point
Abstract: In Ireland, a Bonus Points Initiative [BPI] was introduced in 2012 for mathematics. Through this initiative, any student who opts to study higher level mathematics receives an additional 25 CAO points on condition that they pass the Leaving Certificate examination. The main aim of this study is to investigate the benefits and challenges associated with the BPI from the perspective of mathematics teachers. This project commenced in January 2018 and questionnaires were distributed in April 2018. 800 teachers across 400 post-primary schools were targeted and 266 teachers responded. The data collected is currently being analysed by the research team.
Investigators/ Researchers: Dr Niamh O’Meara; Dr Mark Prendergast; Dr Paraic Treacy
Commencement Date: April 2018
End Date: December 2019
This cross border study investigates the issues surrounding the transition from primary to secondary mathematics education from the perspective of teachers.
Bridging the Mathematical Divide
Abstract: This project idea stemmed from the Mind the Gap study which Dr O’Meara has been involved in since 2015. The aim of this study is to investigate primary and post-primary teachers’ perspectives on the use and effectiveness of manipulatives in the mathematics classroom; to determine the types of manipulatives favoured at both primary and post-primary level and the frequency with which these are used and to identify challenges and/or barriers to the use of manipulatives in the mathematics classroom. The targeted sample size for this study was dictated by budgetary constraints and stood at 450 primary teachers and 290 post-primary teachers. 84 primary teachers and 52 primary teachers responded to the survey. The data collected is currently being used to draft two journal articles.
Investigators/ Researchers: Dr Niamh O’Meara; Dr Patrick Johnson; Dr Aisling Leavy
Commencement Date: April 2018
End Date: April 2019
The Research Fellowship Programme represents a substantial strategic investment by the Faculty of Education and Health Sciences, with the initial cohort comprising six Dean’s Fellows appointed for three years.
Eval of the Faculty of Edu and HS Dean’s Post-Doc Res
Abstract: The Research Fellowship Programme represents a substantial strategic investment by the Faculty of Education and Health Sciences, with the initial cohort comprising six Dean’s Fellows appointed for three years. The distinctive feature of the programme is its emphasis on mentoring and career advancement to develop future research leaders. The research study will provide essential information about short-term impacts of the programme as well as evidence to support decisions about whether and how it should be continued.
Investigators/ Researchers: Prof Merrilyn Goos; Dr Ciara Lane
Commencement Date: March 2018
End Date: December 2019
This research focuses on teachers’ insights into their teaching of algebra, particularly during the transition from primary to post-primary school.
Primary and Post Primary teachers’ Teaching of algebra
Abstract: This research focuses on teachers’ insights into their teaching of algebra, particularly during the transition from primary to post-primary school. Data generated in this research specifically investigates upper primary and lower post-primary school teachers’ conceptual understanding of algebra. The study was qualitative in nature and involved two phases of semi-structured interviews with a cohort of upper primary and lower post-primary school teachers. The second interviews have just been completed and transcription is ongoing.
Investigators/ Researchers: Dr Niamh O’Meara; Dr Mark Prendergast; Dr Aoibhinn Ni Shuilleabhainn; Dr Paul Grimes
Commencement Date: January 2018
End Date: December 2019
Career Mathways is a novel initiative developed by a research team at the University of Limerick. It aims to highlight the role of STEM, and in particular mathematics, in a variety of different professions.
Abstract: Career Mathways is a novel initiative developed by a research team at the University of Limerick. It aims to highlight the role of STEM, and in particular mathematics, in a variety of different professions. 13 STEM Ambassadors were recruited and interviewed and these interviews were then edited and made into short videos. These videos formed the basis of a teaching and learning initiative that is currently being piloted in 9 schools nationally. Research will be conducted to see the impact, if any, that this initiative has on students’ perceptions of the usefulness and applicability of mathematics; teachers’ awareness of the applicability of the key mathematical concepts they teach and the link between students’ awareness of the use of mathematics in careers and that of their parents
Investigators/ Researchers: Dr Niamh O’Meara; Dr Patrick Johnson; Dr Olivia Fitzmaurice
Commencement Date: January 2018
End Date: January 2019
This study is a two person joint project that is being conducted at the University of Limerick as part of the Professional Masters of Education (Mathematics).
Abstract: This study is a two person joint project that is being conducted at the University of Limerick as part of the Professional Masters of Education (Mathematics). A previous study conducted in 2010 investigated post-primary students’ images of mathematics (attitudes, beliefs, motivation, self-concept and anxiety) as well as the factors influencing students’ images of mathematics. This project seeks to repeat that investigation on a smaller scale, to establish whether any differences occur. A new mathematics curriculum (Project Maths) was introduced and has been established in post-primary schools in Ireland since the earlier study was conducted. A key aspect of this project is to investigate whether any change in student affect has occurred in light of curriculum change.
Investigators/ Researchers: Dr Ciara Lane; Kerrie Kelly & Megan Heffernan
Commencement Date: October 2017
End Date: March 2019
An empirical study of the action research projects conducted by out-of-field (OOF) mathematics teachers as participants of the Professional Diploma in Mathematics for Teaching (PDMT).
Abstract: An empirical study of the action research projects conducted by out-of-field (OOF) mathematics teachers as participants of the Professional Diploma in Mathematics for Teaching (PDMT). Research to date has focused on the role of self-study action research in the development of OOF mathematics teachers’ beliefs and practices as viewed through the lens of zone theory. The study aims to contribute to the current understanding of out-of-field teaching and to make recommendations for their professional development.
Investigators/ Researchers: Dr Ciara Lane; Dr Máire Ni Riordáin (UCC)
Commencement Date: February 2017
End Date: TBC
