Doing the maths: training needs of numeracy tutors in Ireland: 2013 and beyond Numeracy Conference 13 th June 2013

Introduction  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  Defining numeracy  Numeracy and literacy  Numeracy and mathematics  Continuing Professional Development (CPD) – internationally and nationally  CPD in numeracy in Ireland

Main findings cover  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  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 However, the education profile had changed.

Service tutors worked in

General and specific experience of teaching numeracy to adults  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  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  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  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  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  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 - re- examining model developed in 2001  Further development of accredited numeracy provision based on findings in report  The need for a national definition of numeracy