Program Overview

Introduction to the University of Limerick's Research Initiatives

The University of Limerick is committed to advancing knowledge and addressing societal challenges through its research initiatives. One notable example is the work of EPI*STEM, the national centre for STEM Education, which has made significant contributions to improving mathematics education in Ireland.

EPI*STEM's Research and Impact

EPI*STEM's research has highlighted the challenges facing mathematics education in Ireland, including the issue of out-of-field teaching. In response, the centre developed the Professional Diploma in Mathematics Teaching (PDMT), a government-funded program aimed at upskilling teachers and enhancing their mathematical knowledge and confidence.

Key Findings and Achievements

• EPI*STEM's 2009 study found that nearly half of post-primary mathematics teachers were not adequately qualified, leading to the development of the PDMT program.
• To date, 1100 teachers have graduated from the program, contributing to a reduction in out-of-field teaching from 48% to 25%.
• The program has had a positive impact on mathematical proficiency among post-primary students and has helped address the imbalance in the numbers and age-profile of qualified mathematics teachers.

Sustainable Development Goals

The University of Limerick's research initiatives, including EPI*STEM's work, contribute to the achievement of several Sustainable Development Goals, notably:

• 04 Quality Education: By enhancing teacher knowledge and confidence, the PDMT program helps improve the quality of education, particularly in mathematics.
• 08 Decent Work and Economic Growth: The program's focus on upskilling teachers supports decent work and economic growth by developing a more competent and confident teaching workforce.

Research Areas and Publications

EPI*STEM's research encompasses various aspects of mathematics education, including teacher professional development, out-of-field teaching, and student learning outcomes. The centre's publications include:

• Out-of-Field Mathematics Teachers' Beliefs and Practices: An Examination of Change and Tensions Using Zone Theory
• Teacher Learning and Continuous Professional Development
• Who Teaches Mathematics at Second Level in Ireland?
• Teacher Professional Competence: What Can Be Learned About the Knowledge and Practices Needed for Teaching?

These studies and others demonstrate the University of Limerick's commitment to advancing knowledge and improving practice in mathematics education, contributing to the betterment of education nationally and internationally.