Year 7 Transition and Junior Secondary Mathematics Teachers

Loading...
Thumbnail Image
File version
Primary Supervisor

Grootenboer, Peter

Other Supervisors

Larkin, Kevin

Editor(s)
Date
2017
Size
File type(s)
Location
License
Abstract

To be an effective mathematics teacher, it is essential that teachers possess an array of mathematical knowledge utilising diverse pedagogical techniques, and also incorporate technology to effectively engage their students. This research investigates the experiences of Junior Secondary teachers in two Queensland schools following the 2015 transition of Year 7 students from primary school to secondary school. Since there is a well-documented shortage of suitably qualified mathematics teachers in secondary schools in Queensland, the concern is that this potential shortage will be worsened with the new cohort of Year 7 students entering secondary schooling, as the demand for qualified mathematics teachers will increase. The research therefore aims to identify whether Junior Secondary mathematics teachers at two schools feel adequately qualified to teach mathematics, and whether their self-reported level of mathematical knowledge is sufficient for this task. This study will also explore how professional development could be better utilised to improve mathematics teaching by such teachers. This research adopts a case study approach, where Junior Secondary teachers from two schools are interviewed. ‘Teacher identity’ is the theoretical lens underpinning this study, and through this lens the many characteristics of teachers are explored including their knowledge, values and beliefs about themselves as educators, and also their mathematics pedagogy.

Journal Title
Conference Title
Book Title
Edition
Volume
Issue
Thesis Type

Thesis (Masters)

Degree Program

Master of Education and Professional Studies Research (MEdProfStRes)

School

School of Education and Professional Studies

Publisher link
Patent number
Funder(s)
Grant identifier(s)
Rights Statement
Rights Statement

The author owns the copyright in this thesis, unless stated otherwise.

Item Access Status
Note
Access the data
Related item(s)
Subject

Mathematical content knowledge

Pedagogical content knowledge

Professional development, Teachers

Year 7 mathematics

Teaching mathematics

Mathematics teachers

Persistent link to this record
Citation