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Project Aims
The Programming Studio, a virtual learning environment hosted by QUB will offer a pilot group of post-primary school ICT teachers an opportunity to experience programming as a ‘digital literacy’ by mastering the programming language(s) identified above through games-based learning. The wider skill of ‘computational thinking’ at the heart of computer programming will be embedded in the Programming Studio game plan.
Contacts
- Dr Pamela Cowan, Queen’s University Belfast
- Dr Elizabeth Oldham, Trinity College Dublin
- Dr Ann Fitzgibbon, Trinity College Dublin
Amount Granted
[£5,500 2013-2014]
This project will
- Investigate what is the core vocabulary children require to understand, communicate and apply early number concepts.
- Examine what approaches/strategies could assist teachers in their planning and teaching of the language of early number.
Contacts
Dr Ann Marie Casserly, St. Angela’s College, Lough Gill, Sligo
Dr Bairbre Tiernan, St. Angela’s College, Lough Gill, Sligo
Dr Pamela Moffett, Stranmillis University College, Belfast
Amount Awarded
[2012-2013 SCoTENS Seed Funding £4,500]
Dr Maurice O’Reilly, St Patrick’s College, Drumcondra
Dr Patricia T Eaton, Stranmillis University College, Belfast
This project aims to:
- Propose an efficient and effective protocol for third level mathematics educators to explore the Mathematical Identities of their students with a view to improving the teaching and learning of mathematics.
- Collaborate with researchers in institutions, other than SPD and SUC, in exploring students’ Mathematical Identity.
- Extend the work on Mathematical Identity undertaken in MIST, thus giving insight into how the Mathematical Identities of different cohorts of student teachers compare with one another and with those of students in other disciplines.
[SCoTENS grant awarded £4,000 2011-2012]
An evaluation of the implementation of realistic mathematics education (RME) within primary schools in the north and south of Ireland
Since 1971, the Freudenthal Institute (FI) in the Netherlands has developed a theoretical approach towards the teaching and learning of mathematics known as Realistic Mathematics Education (RME). In practice, the Dutch reform of mathematics education depended largely on the introduction of textbooks, which reflect the principles of RME. Now, more than three-quarters of primary schools in the Netherlands use a mathematics textbook that was inspired to some degree by the reform movement. The FI has also been involved in a number of cross-national collaborations, designing mathematics curriculum materials for use within schools in other cultural settings.
This research project aims to compare and evaluate the impact of implementing Realistic mathematics Education (RME) textbooks in primary schools in the North and South of Ireland.
An evaluation of the implementation of Realistic Mathematics Education 
Contacts
Dr Pamela Moffett, Stranmillis University College
Dr Dolores Corcoran, St Patrick’s College, Drumcondra
[SCoTENS Grant awarded £4,500]
The Project Aim is to ascertain and compare the mathematical identities of primary school student teachers.
Project Objectives:
- To briefly compare the mathematics curricula (4-17) north and south and provide a comparison of mathematics in initial teacher education
- To determine the mathematical identity of selected student teachers using a range of tools including the use of narrative.
- To explore how narrative might inform good practice in mathematics education.
See the report  .
Contacts
Dr Patricia Eaton, Stranmillis University College
Dr Maurice O’Reilly, St Patrick’s College, Drumcondra
[SCoTENS Seed Funding 2008-2009 £2,500]
 Download the Valuing Education Technology in Schools in Ireland North and South Concept and Purpose
- To investigate and apply a novel approach to measuring the value of educational technologies in schools
- To contribute to the developing international understanding of this issue
The dimensions of the study are to investigate:
- The value of technologies in learning and teaching
- The complexities of measuring this value
- The role of intangibles in value measurements
The inter-relationships between teaching and learning with technologies, school infra-structure and financial models.
Contacts
Dr Conor Galvin, University College Dublin
Professor John Gardner, Queen’s University Belfast
[SCoTENS Seed Funding 2008-2009 €6,100]
This project is a follow on from previous work. The project aims to “identify examples of digital video which provide exemplars of what the researchers see as ICT for transformational learning in contrast to ICT being more focused on substituting or amplifying existing teaching and learning practices’. The researchers have confirmed that it is their intention to identify examples of good practice in ICT both in Initial Teacher Education and among teachers. They agreed to contact colleagues in the University of Limerick who offer an MA in Digital Media in Education.
See the report.
Contacts
- Dr Roger Austin, University of Ulster
- Dr Linda Clarke, University of Ulster
- Dr Paul Conway, University College Cork
- Dr Joe O’Hara Dublin City University
2007-2008 Seed Funding – complete January 2009
Contacts
Dr Roger S P Austin, University of Ulster
Ms Deirdre Graffin, University of Ulster
Dr Paul Conway, University College Cork
Dr Joe O’Hara, Dublin City University
[SCoTENS Funding 2005-2006]
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