Year 7 Transition and Junior Secondary Mathematics Teachers

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.