Conversations with newly qualified teachers : case study of a teacher with dyscalculia

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Pisaneschi, June (2022) Conversations with newly qualified teachers : case study of a teacher with dyscalculia. Scottish Mathematical Council Journal, 52. pp. 36-39.

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Abstract

According to Initial Teacher Education entry requirements, as set by the General Teaching Council for Scotland, a key indicator of a person’s suitability for the teaching profession is their pre-entry qualification in literacy and mathematics (GTCS 2019). During my time as a Teaching Fellow on ITE programmes in Scotland, I have met registered student teachers who have required three, four and even five attempts to achieve the required entry grade qualification in mathematics for their ITE programme. Such was their commitment and desire to join the teaching profession, that they repeatedly put themselves to the SCQF level 5 test or equivalent, an endeavour which was undoubtedly challenging and anxiety-inducing for these individuals. Delighted though they were to have finally joined their ITE programme, evidence of their underlying anxiety about maths was palpable in seminar discussions and their engagement and progression on the programme was notably influenced by their strained relationship with maths.

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