The perceptions of teachers of the problems they encounter in teaching primary school mathematics

Abstract

This research focuses on the perceptions that primary teachers have of the problems they encounter in teaching mathematics. The research arose out of concern that in the current climate of educational change, the voice of teachers was not being heard. The thesis includes a historical review of developments in the curriculum of New Zealand mathematics, starting from the Standards of 1881 and progressing through to the Draft Curriculum of 1992. While significant changes in curriculum have taken place over the past 100 or so years, common themes remain - the need for mathematics to be related to the everyday experiences of the child, the need for diagnostic methods, and the importance of the basic number facts. The literature review for this research drew heavily on the 1981 IEA Survey and subsequent auxiliary studies. The IEA survey identified in particular that New Zealand's performance at the third form level was behind many of the nation's major trading partners. The research questioned seriously the level of mathematics qualifications of New Zealand teachers and the absence of co-ordination between the primary and secondary sectors in respect of the transition of pupils into the third form. Other research on the perceptions of New Zealand teachers identified key concerns over the availability of resources, in-service training and support, and insufficient time to devote to the preparation and teaching of mathematics. The sample for this thesis comprised 36 practising primary teachers in the Wellington region. Schools were first drawn on a random basis and from each school a teacher was selected using a procedure to ensure that a range of backgrounds was obtained. An analysis of the qualifications and service of the participants suggested that the sample conformed well with the characteristics of the IEA Standard Four study sample. Following a pilot study, an in-depth 'open-ended' questionnaire was administered to each teacher seeking their perceptions on a number of issues identified in the literature. The questionnaire also provided the opportunity for teachers to identify themes of concern to themselves that had not already been addressed. The major problems identified by teachers included the need for: more resources and equipment, greater professional support in the way of in-service courses, the development of diagnostic tests and procedures to support teachers in their work with children, greater focus on foundation and language skills, and more guidance on classroom management procedures. By and large teachers stated that they enjoyed teaching mathematics but those involved with BSM found teaching less easy; the latter group were strongly supportive of the programme but raised concerns over training in its use and housekeeping of the materials. This research, like the IEA study, raises serious concerns over the qualifications and mathematical background of teachers. Teachers in this study generally supported the notion of pre-service courses to ensure that graduate teachers enter the classroom with both a good pedagogical background and competence in mathematics. In addition, the study makes a number of recommendations on the preceding points to improve the professional skills of teachers and the quality of the mathematics education provided in schools. Recommendations for further research are provided, including a focus on the learning needs of different groups and the attitudes of teachers to gender differences in performance. The conclusion is also reached that future focus should be on identifying the conditions that encourage teachers to research and reflect on their own professional skills.