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Addressing transition issues in mathematics and physics through practitioner inquiry

Kaur, Tandeep orcid logoORCID: 0000-0002-4208-7787, McLoughlin, Eilish orcid logoORCID: 0000-0001-7991-7134 and Grimes, Paul orcid logoORCID: 0000-0001-6705-9566 (2022) Addressing transition issues in mathematics and physics through practitioner inquiry. In: 9th CASTeL STEM Education Research Conferene (SMEC), 24 -25 June 2022, Dublin.

Abstract
This study reports on the implementation of a teacher professional learning programme designed to develop teachers’ competencies in designing rich tasks that support student learning across transitions in mathematics and physics. Primary and secondary teachers were supported to conduct their own Practitioner Inquiry (PI) and design and implement rich tasks in their classrooms. This study reflects on the experiences of four teachers of mathematics and physics who collaborated as part of a professional learning community over a nine-month period. The findings of this study were identified from analysing teachers’ reflections on their experiences of designing and implementing rich tasks in their classrooms and examining the impact of these tasks on their students’ learning through practitioner inquiry. Examples of rich tasks prepared by teachers will be discussed along with the challenges identified by teachers in carrying out practitioner inquiry and designing appropriate rich tasks.
Metadata
Item Type:Conference or Workshop Item (Paper)
Event Type:Conference
Refereed:Yes
Uncontrolled Keywords:Practitioner Inquiry; Teacher professional learning; Transitions; Mathematics and Physics learning
Subjects:Social Sciences > Education
Social Sciences > Teaching
Mathematics
DCU Faculties and Centres:DCU Faculties and Schools > Faculty of Science and Health > School of Physical Sciences
DCU Faculties and Schools > Institute of Education > School of STEM Education, Innovation, & Global Studies
Research Initiatives and Centres > Center for the Advancement of Science Teaching and Learning (CASTeL)
Published in: Proceedings of the 9th CASTeL STEM Education Research Conferene (SMEC). . Dublin City University.
Publisher:Dublin City University
Official URL:https://doi.org/10.5281/zenodo.6778345
Copyright Information:© 2022 The Authors.
Funders:Erasmus+ KA201 programme of the European Union under grant agreement number 2020-1-IE01-KA201-066069.
ID Code:27771
Deposited On:22 Sep 2022 13:27 by Thomas Murtagh . Last Modified 19 May 2023 10:27
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