Support teachers and secondary mathematics teaching in New South Wales

Abstract

This paper reports on the initial study of a suite of research projects dealing with the role and effectiveness of support teachers (learning difficulties) in secondary school mathematics teaching within an outer metropolitan region of Sydney. The major objectives of the suite of projects were to assess the level of credibility which support teachers (learning difficulties) have in faculties that are outside their particular area of initial teacher education, and to ascertain the level of congruence existing between the expectations and perceptions of the credibility and effectiveness of support teachers (learning difficulties) in secondary mathematics teaching held by mathematics teachers, faculty heads, support teachers (learning difficulties) and school executive. In particular, this report considers the data arising from mathematics teachers and support teachers (learning difficulties). Significant differences concerning the respective roles and abilities of mathematics teachers and support teachers (learning difficulties) were found between the two groups of teachers. In particular, differences between the two groups on matters of the mathematics teachers’ competency in providing for children with learning difficulties in mathematics and the importance of co-operation between mathematics teachers and support teachers (learning difficulties) were highlighted.