Module Code - Title:
EN5282
-
PROFESSIONAL INQUIRY IN MATHEMATICS EDUCATION
Year Last Offered:
2025/6
Hours Per Week:
Grading Type:
N
Prerequisite Modules:
Rationale and Purpose of the Module:
This module allows participants to combine their knowledge of mathematics education and pedagogy to carry out independent professional inquiry and reflection as post-primary teachers of mathematics. The purpose of the module is to advance participants' proficiency in professional reading and inquiry into classroom practice. Participants will develop a portfolio documenting their continuous professional learning and critically analysing and conducting research with a focus on mathematics education.
Syllabus:
This module guides participants through strategies and approaches that will enable them to engage in continuous professional learning. Participants will compile a professional portfolio that can be maintained and updated throughout their mathematics teaching career. The portfolio will comprise 5 mini-inquiries that may include: a mathematical autobiography reflecting on the participant's prior mathematics learning experiences and implications for professional practice and teacher beliefs; reflective essay on the participant's developing identity as a teacher of mathematics; critical analysis of a research article on mathematics teaching; practice based inquiries (e.g., peer observation of teaching, professional conversation with a qualified mathematics teacher, action research).
Learning Outcomes:
Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis)
On successful completion of this module, students will be able to:
1. Recognise the link between theory and practice and use existing literature to inform their own teaching.
2. Critically engage with current research, issues, and national policies related to mathematics education.
3. Conceptualise, design, and conduct practice-based inquiries into their own and colleagues' teaching of mathematics.
Affective (Attitudes and Values)
On successful completion of this module, students will be able to:
1. Demonstrate ethical dispositions towards classroom research.
2. Develop productive beliefs and attitudes towards the teaching and learning of mathematics.
Psychomotor (Physical Skills)
N/A
How the Module will be Taught and what will be the Learning Experiences of the Students:
Blended learning approach: summer institute delivered face-to-face and/or online with private study and classroom-based inquiry.
Based on the course team's published research on designing blended professional development programmes for out-of-field teachers of mathematics.
Develops knowledgeable graduates with high levels of mathematical competence needed for Teaching Council recognition as a fully-qualified teacher of post-primary mathematics.
Research Findings Incorporated in to the Syllabus (If Relevant):
Prime Texts:
Goos, M. et al. (2017)
Teaching Secondary School Mathematics: Research and Practice for the 21st Century
, Allen & Unwin
Elliott, J. (1991)
Action Research for Educational Change
, Open University Press
Other Relevant Texts:
Programme(s) in which this Module is Offered:
PDMATETPA - MATHEMATICS FOR TEACHING
Semester(s) Module is Offered:
Summer
Module Leader:
niamh.omeara@ul.ie