"Please don't forget me!" An Exploration of Mathematical Preparedness in the context of Ireland's Curricular Middle Child, Transition Year.

Abstract

The literature identifies that there are growing international concerns about the basic mathematical abilities of students in mathematics-related courses at undergraduate level. These concerns are referred to as the “Mathematical Problem”. Although the literature refers to mathematical under-preparedness, it fails to provide a definition for mathematical preparedness.

This research study explores this concept with a particular focus on developing of a definition for mathematical preparedness in the context of Transition Year mathematics. Transition Year, a programme unique to Ireland, provides many opportunities for teachers and students to explore this concept without the pressure of state examinations and prescribed curricula. This research study aims to co-create a definition for mathematical preparedness from the perspectives of several stakeholders. The research methodology is three-fold, comprising of a Delphi Study, a student questionnaire, and teacher interviews. The researcher works with the Delphi Study Panel of Participants to co-create an initial definition for mathematical preparedness. This definition forms the basis of a student questionnaire, which captures the students’ perceptions of mathematical preparedness and of how their experience during Transition Year Mathematics might shape this. Finally, teachers share their insights into the key considerations when mathematically preparing students during Transition Year mathematics.

The findings of this research reveal that there are four overlapping areas to consider when mathematically preparing students. These include academic preparedness, social preparedness, emotional preparedness, and skill-based preparedness. Each area consists of many elements for teachers to consider when planning and preparing for Transition Year mathematics. However, the research emphasises the particular importance of developing students’ productive disposition in Transition Year mathematics and of the crucial role of good relationships. This research also offers a range of recommendations for consideration by mathematics teachers and policy makers.