Pre-service versus in-service mathematics teachers’ opinions of mathematics reform in post-primary schools in Ireland

Eabhnat Ní Fhloinn, Brien C. Nolan, Giulio Hoehne Candido, Shannon M Guerrero

Research output: Contribution to journalArticle


A new approach to the teaching and learning of mathematics has been introduced on a phased basis in post-primary education in Ireland. As part of the OECD PISA 2012, a survey was undertaken of in-service mathematics teachers in Ireland, with the aim of gathering data on the opinions of teachers about this reform. Here, a modified version of the survey was distributed to pre-service teachers immediately before and after a four-month teaching placement to ascertain if there were differences in the views expressed by pre-service and in-service teachers in relation to the teaching and learning of mathematics, and also if there were differences expressed by the pre-service teachers before and after their placement in post-primary schools. Analysis of the results showed considerable levels of agreement between all groups, with some exceptions in relation to confidence in teaching the reformed curriculum, emphasis on various teaching and learning activities, and usage of ICT in the classroom.

Original languageEnglish (US)
Pages (from-to)431-452
Number of pages22
JournalIrish Educational Studies
Issue number4
StatePublished - Oct 2 2018



  • in-service teachers
  • mathematics reform
  • post-primary mathematics
  • pre-service teachers
  • teaching placement

ASJC Scopus subject areas

  • Education

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