Irish 14-year-old students’ knowledge of initial algebra

A research study, ‘CPD and RE: An empirical enquiry into the provision of CPD for RE teachers at primary and post-primary level in the Republic of Ireland’, was conducted by researchers from the School of Human Development, Institute of Education, Dublin City University in 2017. The project investigated the provision of continuing professional development (CPD) for teachers of Religious Education at primary level (90% Catholic schools) and post-primary level (50% Catholic schools) in the Republic of Ireland, and looked to possible future provision. This paper will explore, specifically, the possibilities and challenges to CPD for teachers of Religious Education in Irish Catholic primary and post-primary schools. An original instrument (online survey containing 138 variables) was constructed and hosted on a purpose-built website. Using a self-selecting snowball sampling strategy, 253 responses were collected during May/June 2017. 214 of these were from teachers working in schools under Catholic patronage. 49 responses were received from teachers in primary schools and a further 165 from the post-primary sector. The findings indicate the key RE content areas and RE educator skills in which these Irish RE teachers express confidence at both primary and post-primary levels, and those areas in which they desire CPD. Given the dearth of evidence-based Irish research in this area, this baseline study can contribute to understandings of the professional development of RE teachers and the impact these teachers can have on student learning, as well as the ongoing curriculum reform underway in religious education in Ireland today.

We analyse the role of technology in the development of algebraic crucial knowledge and competences, such as those involved in the comprehension and use of the notions of equivalence and equality. The hypothesis of our research is that technology can be exploited to make available new operative and representative possibilities which structure a new phenomenological space to investigate the algebraic knowledge and to improve the teaching and learning processes of algebra. We analyse the characteristics of the phenomenological space structured by Alnuset, a system developed by the authors within ReMath European project. Through examples taken from experimentations that we have performed with Alnuset, we illustrate and discuss how such characteristics can be exploited to develop competences and knowledge in the algebraic domain and to improve the teaching of algebra.

There is a deficit of published data on the prevalence and intensity of intestinal parasitic infections in Osogbo metropolis, although there exist some reports for few of the local government areas of Osun state. Post primary school students are at high risk of acquiring gastrointestinal parasitic infections in Osogbo metropolis. A total of one hundred and fifty fecal samples were examined microscopically from post primary school students aged 9 – 18. Direct microscopic examination, centrifugation floatation and sedimentation techniques were used to examine fecal samples while Kato-katz technique was used to determine the intensity of infection. Ascaris lumbricoides, Strongyloides stacoralis and Hookworm were the most common intestinal helminths recovered. A. lumbricoides formed the bulk of the infections with prevalence rate of 124 (91.9%) followed by S. stacoralis 8 (6.0%) and Hookworm, 3 (2.2%). Specific factors related to the environments that were examined included water source, toilet or latrine use and refuse disposal Multiple infection of two - three parasite combinations were common, A. lumbricoides – Hookworm combination being the most common. Analysis of the data on the basis of sex revealed a significant difference (P<0.05) in the overall incidence of infections between male (75.6%) and female (84.8%). The maximum infection was observed in younger age groups compared to adults (P<0.05). Infections were greater among households drinking water from stream followed by well water and those using pit/open field for toilets. This report recommends that good drinking water coupled with adequate toilet facility and deworming programs be integrated in private and public schools as well as promotion of healthier diets as most effective tools in controlling helminthes infection among school children.Keywords: Prevalence, Intensity, Intestinal helminths, Post-primary students, Risk factors

ABSTRACTThis article explores the potential for aspects of abstract algebra to be influential for the teaching of school algebra (and early algebra). Using national standards for analysis, four primary areas common in school mathematics—and their progression across elementary, middle, and secondary mathematics—where teaching may be transformed by teachers' knowledge of abstract algebra are developed. In each of the four content areas (arithmetic properties, inverses, structure of sets, and solving equations), descriptions and examples of the transformational influence on teaching these topics are used to depict and support ways that study of more advanced mathematics can influence teachers' practice. Implications for the mathematical preparation and professional development of teachers are considered.

‘FUSE’ is an anti-bullying and online safety programme developed to support schools in complying with the Action Plan Procedures (2013). Between 2019 and 2022, 56% of all Post-Primary Schools in Ireland registered for the programme. FUSE is designed to address two key concerns, (a) students tend not to report bullying, and (b) students are increasingly facing online risks. FUSE aims to increase student’s self-efficacy to recognise and report bullying behaviour and online harms safely. The programme is informed by Latané and Darley’s bystander intervention model which outlines five sequential steps that an individual needs to follow in order to take action. This paper reports on the implementation of FUSE in Post Primary Schools in Ireland, justifying its theoretical base and model, and conveying the results of an empirical study conducted amongst a sample of 1254 Post Primary students (14–15 years of age) in 41 schools upon completion of the programme. Upon completion of the programme students reported high levels of self-efficacy in relation to noticing, responding and willingness to report. Future research will implement a pre- and post-study design to draw firmer conclusions regarding the effectiveness of the intervention.

ABSTRACTMathematics educators and legislators worldwide have begun placing a greater emphasis on teaching mathematics for understanding and through the use of real-life applications. Revised curricula have led to the time allocated to mathematics in effected countries being scrutinised. This has resulted in policy-makers and educationalists worldwide calling for the inclusion of double class periods on the mathematics timetable. Research from the United States suggests that the introduction of double or block periods allow for the objectives of revised curricula to be realized. The aim of this study, which is set in the school context, is first to ascertain if schools in Ireland are scheduling double periods for mathematics at both lower post-primary level (Junior Cycle) and upper post-primary level (Senior Cycle). It also seeks to determine if there is a link between teachers’ levels of satisfaction with the time allocated to mathematics and the provision of double periods and to get insights from teachers in relation to their opinions on what can be achieved through the introduction of such classes. Questionnaires were sent to 400 post-primary schools (approximately 1600 teachers) which were selected using stratified sampling techniques. It was found that 8.7% of mathematics teachers reported the provision of double periods at Junior Cycle while 55% reported that double periods were included on their timetable at Senior Cycle. The study also identified a link between teachers’ levels of satisfaction with the time allocated to mathematics and the provision of double periods. Finally, teachers felt that double periods allowed for new teaching methodologies, which were promoted by the revised curricula, to be implemented and teaching for understanding was also more feasible. In essence, it was found that double periods have an influence on the mathematical experience of post-primary students as well as the teaching approaches employed.

Science and mathematics education in Ireland is facing an increasing number of challenges due to economic and social change. Some of these challenges mirror international trends while others are unique to the Irish education system. In order to meet the demands that are being placed on science and mathematics education in Ireland at post-primary level, the time might be right for the implementation and support of university-based interventions. This paper describes an inquiry-based learning intervention for post-primary students that seek to sustain and nurture student interest in science, technology, engineering and mathematics. The intervention is an example of how institutions of higher education can support post-primary students by giving them the confidence needed to face the challenges of a 21st century society.

According to research, negative attitudes and perceptions towards people with disabilities begin to emerge early in one's development creating one of the most difficult barriers encountered by children with disabilities; those expressed by their peers. As a result, young people may begin to label others around them, differentiating between the disabled and the non-disabled. From a physical education (PE) perspective, offering disability awareness experiences to young people through sport is one way in which to positively influence how children understand disability themselves. The purpose of this study was to provide a detailed description of post-primary students' reactions to a disability awareness experience using extended contact theory, Sport Education and the disability sport of sit-volleyball as the framework. Findings suggest that participating in a disability sport was found to be favourable amongst the students. So much so, students expressed an interest in further disability sport experiences as part of their regular PE curriculum. Given the recent announcement by the National Council for Curriculum and Assessment for the design and implementation of short courses at the junior cycle level, these findings may offer suggestions for teachers on how include other disability awareness experiences at the post-primary level.

Distilling the Key Elements of Pediatric Appendicitis Clinical Practice Guidelines

Enhancing the well-being of primary and post-primary students is one of the priorities of the Department of Education and Skills in Ireland. Whilst interventions are being implemented across the board, little is known about the current levels of adolescents’ well-being. Drawing from research on positive education, in the current study well-being was assessed amongst 2822 adolescents, aged 12–19 in Ireland, using the PERMA profiler [Butler, J., and M. L. Kern. (2016). “The PERMA-Profiler: A Brief Multidimensional Measure of Flourishing.” International Journal of Wellbeing 6 (3): 1–48. doi:10.5502/ijw.v6i3.526] and “VIA-Youth Survey” [VIA Character (2014). http://www.viacharacter.org/www/Research-Old2/Psychometric-Data-VIA-Youth-Survey]. Mann–Whitney U-test and multiple regression analyses were conducted in the examination of age and sex differences in students’ well-being scores, and the prediction of the contribution of character-strength-development to well-being. The results showed that students’ well-being decreased steadily from the first year, through to the middle and senior years of post-primary school. Furthermore, in comparison to males, females reported lower levels of well-being across the board, and higher levels of negative emotions and loneliness. Finally, the underuse of character strengths predicted lower levels of well-being in Irish schools. Implications for practice include the importance of customising well-being programmes across different schools and age groups, as well as the potential for the incorporation of psychological tests to evaluate the effectiveness of such interventions.

ABSTRACTA questionnaire survey was carried out as part of a PhD research study to investigate the image of mathematics held by post-primary students in Ireland. The study focused on students in fifth year of post-primary education studying ordinary level mathematics for the Irish Leaving Certificate examination – the final examination for students in second-level or post-primary education. At the time this study was conducted, ordinary level mathematics students constituted approximately 72% of Leaving Certificate students. Students were aged between 15 and 18 years. A definition for ‘image of mathematics’ was adapted from Lim and Wilson, with image of mathematics hypothesized as comprising attitudes, beliefs, self-concept, motivation, emotions and past experiences of mathematics. A questionnaire was composed incorporating 84 fixed-response items chosen from eight pre-established scales by Aiken, Fennema and Sherman, Gourgey and Schoenfeld. This paper focuses on the findings from the questionnaire survey. Students’ images of mathematics are compared with regard to gender, type of post-primary school attended and prior mathematical achievement.

In Ireland, new science curricula were introduced at primary and early post-primary levels in 2003, in an effort to reverse declining interest and enrolment in science. This paper reports on a national study that explored first year post-primary students’ experiences of and attitudes towards school science under these new curricula. Data were gathered from 366 pupils using survey and case study approaches. Findings revealed broadly positive attitudes towards post-primary school science, especially the experimental work that is at the heart of the new curriculum. However, it would appear that students were not conducting open-ended investigations or using information and communications technology [ICT] to any great extent; moreover, there was some evidence of traditional teaching methods being utilised. Pupils were highly critical of previous primary school science experiences, reporting a lack of ‘hands-on’ activities, didactic methodologies and, for a significant minority, a paucity of any memorable primary science at all. Improvements in curricular implementation are proposed.

An assessment of educational needs is essential for curricular reform in medical education. Using the conceptual framework of needs assessment, this study aimed to determine which content should be emphasized in teaching evidence-based medicine (EBM) skills to physician assistant (PA) students. Key content areas were identified from the published literature and objectives for previous courses. A questionnaire-type needs assessment instrument was created and given to a graduating class of PA students (n = 21) at the University of North Dakota. The response format had two 5-option scales, one to assess current skill levels and the other to assess ideal skill levels. Means for each category were calculated, and a mean difference analysis was performed. An average mean difference of 0.5 was noted in 3 domains (information retrieval skills, writing skills, and overall gains), and a mean difference of 0.7 was noted in one domain (statistical skills). Items with a mean difference of ≥ 0.7 were identified for prioritization for curricular reform. Open-ended input from respondents substantiated the need for greater emphasis on these content areas. Several content areas related to EBM skills can be identified and prioritized through a systematically conducted educational needs assessment. This method can be used to identify discrepancies between the existing and ideal states of affairs in PA education.

Introduction In 1993, The New Zealand Curriculum Framework (Ministry of Education, 1993) set out learning areas and strands to be covered in New Zealand schools. After consultation and revision, a newer version, The New Zealand Curriculum, was distributed to schools in 2007 (Ministry of Education, 2007). The learning area of Mathematics and Statistics was divided into three strands rather than previous six, with Number and Algebra being one strand. Why were previous strands of Number and Algebra put together? Was this just a matter of convenience, in order to simplify curriculum? If not, then what was basis for combining two strands? For many people, number appears to be concerned with computation, while algebra appears to be concerned with letters. The connections between these two parts of mathematics may not seem that obvious, and in order to appreciate them it is necessary to explore nature of both. Does, or should, reorganisation of curriculum have any implications for teaching? Are any number skills or knowledge prerequisites for learning algebra, or vice versa? What should we now be teaching at different levels of curriculum? Should teaching of number and algebra be integrated and does this vary with curriculum level? This article explores some of background to recent curriculum developments in mathematics in New Zealand, describes structure of Number and Algebra strand in The New Zealand Curriculum and provides some suggestions for integrating teaching of number with teaching of algebra, with particular emphasis on equations and expressions. Background The previous curriculum statement for mathematics in New Zealand schools (Mathematics in New Zealand Curriculum, Ministry of Education, 1992) was first that encompassed all years of schooling and that clearly specified outcomes for students. In 2007, in keeping with recommendations of Curriculum Stocktake Report (Ferguson, 2002), there were few major changes, but complexity of mathematics and statistics curriculum was simplified and number of strands reduced from six to three for levels 1-6. The strands are now Number and Algebra, Geometry and Measurement, and Statistics. This integration of number and algebra into one strand followed debate within mathematics education community in New Zealand, with many submissions made in response to The New Zealand Curriculum: Draft for Consultation 2006 (Ministry of Education, 2006). Collins Reference Dictionary of Mathematics defines algebra as the branch of elementary mathematics that generalizes by using variables to range over numbers,... in particular, use of symbols standing for unknown quantities in order to determine their value by elementary operations of arithmetic (Borowski & Borwein, 1989). This definition immediately emphasises use of symbols, and also links algebra to arithmetic. Many authors take a broad view of what constitutes algebra and make explicit links to arithmetic. Lee (2001), for example, suggested that algebra is generalised arithmetic, a language, a way of thinking, an activity, a tool and a culture. Kieran's (1992) view is that algebra is symbolising of general numerical relationships and mathematical structures, and operating on those structures. Again algebra is seen as having its foundation in number, but generalising from there to mathematical structures. Carraher and Schliemann (2007) also stressed continuity between and algebra and suggested that many problems that students experience with learning algebra are caused by earlier difficulties with arithmetic. Kaput (2008) saw traditional approach of teaching and algebra as separate subjects as being dysfunctional, because just focused on computation, while algebra was taught in a superficial way that led to teacher alienation and high student failure rates. …

The study aims to explore how the mathematics teachers taking post-graduate education use their Algebra knowledge for the expression, “You can’t add apples and pears” that is expressed in almost every segment of the society, in creating mathematical content. The data of the research consisted of the written answers of the thirty-seven (37) teachers, who had taken the Algebra Teaching course, to the question “There is a rule in mathematics as everyone says; explain the statement ‘You can’t add apples and pears’ mathematically” in the exams from the 2008-2009 academic year to, including 2015-2016 academic year. The participants took the algebra education in the courses named Algebra and Introduction to Algebra courses and sufficient algebra education was provided to answer the question in the courses. The document analysis method was employed in the study and the data were analyzed with the descriptive content analysis. The results indicated that most of the teachers were aware of their algebra knowledge, the number and quality of the mathematical contents in the answers were at a satisfactory level, but the visuals used in some contents were not appropriate.