The experience of Mathematics multipliers in the PRIMAS project : a comparative study between Malta and Cyprus

Abstract

This qualitative research takes a comparative case study approach to explore the experiences of Maltese and Cypriot mathematics multipliers who participated in the EU-funded PRIMAS project (2010-2013) which sought to promote the dissemination of inquiry-based learned (IBL) in mathematics and science across Europe. The aims of the research were to investigate: (i) the professional development of the mathematics multipliers during the PRIMAS project; (ii) the effect of the multipliers’ work on the professional development of the mathematics teachers falling under their responsibility during the PRIMAS project; and (iii) the relationship between professional development and community of learners. Using a methodology that also draws on insider research, the data was collected during the 2013-2014 scholastic year primarily through semi-structured interviews with the national PRIMAS coordinators in Malta and Cyprus and with all five Maltese mathematics multipliers and three Cypriot mathematics multipliers. The other main data sources were the PRIMAS project official documentation. The research indicates that the participating multipliers were committed to the project’s aim of disseminating IBL and that their participation was a positive professional development experience for all of them and for a good number of teachers under their responsibility during the project. The findings of the study suggest in turn that the continuous professional development of teachers is likely to be more effective when it is school-based, when it addresses teachers’ perceived needs and when it is an on-going process that occurs within a supportive school environment.