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Get on the Cycle of Engagement with Mathematics: Re-imagining a Model and a Three-Step Process for Primary/Secondary Teachers
Book chapter

Get on the Cycle of Engagement with Mathematics: Re-imagining a Model and a Three-Step Process for Primary/Secondary Teachers

Royce Willis, David Lynch, Lewes Peddell, Chris Zehntner and Patrick Bruck
Re-imagining Teaching Improvement: From Early Childhood to University, pp.109-131
Springer Nature Singapore, First edition
01/2024
DOI: https://doi.org/10.1007/978-981-99-7746-8_6
Appears in  Recent Faculty of Education Publications

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Abstract

Mathematics anxiety Mathematics engagement Mathematics interest Out-of-field teaching Self-determination theory Mathematics and numeracy curriculum and pedagogy Professional education and training Teacher education and professional development of educators Teacher and instructor development Policies and development
A cycle of disengagement from mathematics is apparent in schools around the world. Disinterest and anxiety regarding mathematics can be unintentionally passed onto students by teachers who lack interest in or an appreciation of mathematics’ relevance. This transmission from teachers to students can lead to a continuation of a lifelong avoidance of mathematics. With the number of out-of-field mathematics teachers becoming increasingly common to compensate for insufficient specialised mathematics teachers, the transmission of disinterest and anxiety to students is not expected to decline without intervention. Thus, a cycle of disengagement from mathematics compounds. How can we support teachers in primary school settings without mathematics specialisation or secondary school settings without qualification (i.e., out-of-field) to engage more deeply in mathematics? This chapter describes a novel model of engagement with mathematics and a three-step process for increasing the effectiveness of non-specialised and out-of-field mathematics teachers. Based on the extant literature, this process aims to transform teachers who are disinterested in and fearful of mathematics into confident, enthusiastic mathematics teachers ready to motivate their students towards a lifelong journey on the cycle of engagement with mathematics.

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