Teaching Mathematics after Hours

Autor/inn/en	O'Meara, Niamh; Prendergast, Mark
Titel	Teaching Mathematics after Hours
Quelle	In: Journal of Curriculum Studies, 51 (2019) 4, S.494-512 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Meara, Niamh) ORCID (Prendergast, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2018.1535666
Schlagwörter	Mathematics Instruction; Foreign Countries; Time; Mathematics Curriculum; Homework; Tutoring; Volunteers; Teacher Behavior; Elementary School Teachers; Elementary School Students; After School Programs; Enrichment Activities; Teacher Attitudes; Ireland + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Ausland; Zeit; Hausaufgabe; Förderkonzept; Nachhilfeunterricht; Freiwilliger; Teacher behaviour; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Bereicherungsprogramm; Irland
Abstract	The quantum of instruction time allocated to curriculum subjects such as mathematics facilitates greater exposure to knowledge and skill development, leading to higher levels of achievement. There are a number of manifestations of time to consider when investigating the quantum of time in mathematics education. The OECD have investigated the time allocated to mathematics by schools internationally, while also reporting on the prevalence of private tuition and time spent on homework. However, to date, no attention has been afforded to the provision of 'hidden curriculum time' for mathematics. This study seeks to advance the work of the OECD and describes a case study that sought to ascertain if teachers in Ireland provide additional mathematics lessons outside of school hours. The authors examined how prevalent this practice is, how many additional minutes some students receive as a result of this practice and ascertained teachers' reasons for providing/not providing these additional mathematics classes. The results from this case study show that the majority of teachers at Senior Cycle provide these classes while a large proportion of Junior Cycle teachers also do. In extreme cases, these additional classes expose students to an additional 88.3 h of mathematics over the two-year Senior Cycle programme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01