Doing the maths:
training needs of
numeracy tutors in
Ireland: 2013 and beyond
Numeracy Conference
13th June 2013
Introduction
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This research was carried out by NALA and IT
Tallaght with the support of the VEC sector.
Documents findings of a survey of numeracy
tutors working with adult learners in Ireland.
To identify training needs / requirements
among tutors providing numeracy tuition
Over 160 adult numeracy/mathematics tutors
completed online survey.
Compare to 2001 research by Terry Maguire.
Numeracy literature
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Defining numeracy
Numeracy and literacy
Numeracy and mathematics
Continuing Professional Development
(CPD) – internationally and nationally
CPD in numeracy in Ireland
Main findings cover
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Profile of the survey participants
General teaching experience and specific
experience of teaching mathematics /
numeracy to adults
Teaching practices
Training
Relationship between mathematics and
numeracy and attitudes towards mathematics
and teaching mathematics
National Framework of Qualifications
Profile of the survey
participants
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The majority were female and over 45 years.
Over 90% had third level education.
8% had a degree where the main subject was
mathematics.
Less than a third were on full time contracts.
No major change in the age and gender profile
of tutors since 2001. However, the education
profile had changed.
Service tutors worked in
General and specific experience of
teaching numeracy to adults
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Considerable general teaching experience. However, less
experience of teaching numeracy to adults.
Tutors delivered to adult learners with a significant
number teaching young people less than 18 years.
Tutors were teaching mathematics / numeracy in
combination with other subjects - mostly adult literacy,
English and Communications.
The majority of tutors delivered mathematics at NFQ
Level 3.
When we compared the 2012 and 2001 data, there was
a reduction in the number of full time and volunteer
tutors and an increase in the number of tutors on part
time contracts.
Specific experience of teaching
maths
Teaching practices
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50% indicated that their current teaching is influenced
by their own school experience.
Tutors reported in-service training as a positive influence
on their teaching practices.
Main delivery forms were practical work, problem
solving, consolidation and practice, and ‘chalk and talk.’
Tutors rarely or never used guest speakers, rote learning
and investigational work.
The real difference between the 2012 and 2001 survey
data was the increase in the percentage of tutors (34%
in 2001 to 60% in 2012) who use technology as a
teaching practice.
Training
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29% had received CPD in the previous six months. 32%
in the past two years & 16% in last three - five years.
Over 60% of tutors reported that they did not have
enough training in teaching mathematics to adults
15% reported that they had no training at all.
Training should be accredited, delivered part time and
supported by technology.
In terms of accredited training available to tutors, there
was little change between the 2012 and 2001.
Tutor attitudes
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Clear consensus that numeracy was being able to do
mathematics in everyday life.
The vast majority had a positive attitude towards maths
and teaching different levels of maths.
Tutors reported that they believe that doing maths at
school does not necessarily make you numerate.
When we compared the 2001 and 2012 data we found
little or no change in the attitudes of tutors regarding
the relationship between mathematics and numeracy.
National Framework
of Qualifications
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Tutors understood the FETAC system of
accreditation.
Tutors indicated accreditation is very
important to their learners.
FETAC components reduce flexibility in
meeting individual learner needs.
Within some centres tutors work
collaboratively and share resources for the
delivery of FETAC mathematics programmes
Finally
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NALA will convene an expert group to discuss the
findings outlined in this report.
The expert group will address findings and issues
including;
The kind of CPD required by numeracy tutors - reexamining model developed in 2001
Further development of accredited numeracy
provision based on findings in report
The need for a national definition of numeracy