Brian Mooneyanswers your questions
You recently mentioned changes that are about to be launched in the maths curriculum at second level. As a teacher of maths, I am very interested to know what is being planned. Could you outline what you know about the proposed changes?
It is my understanding that the NCCA is proposing to launch an initiative this September entitled Project Maths. This project arises from a review which highlighted particular problems in the mathematics education of post-primary students that need to be addressed. These include:
lack of continuity and progression in some areas of maths between primary school and the post-primary junior cycle
low uptake in higher-level maths by comparison with most other subjects and the lack of status for foundation level maths.
poor performance of students in maths examinations and the relative underperformance of more able students in international tests of mathematical ability by comparison with their counterparts in other countries.
difficulties experienced by third-level students arising from a poor grasp of mathematical concepts and their inability to apply mathematical knowledge and skill except in practised routine situations.
lack of emphasis on contexts and applications of mathematics which could provide students with relevance in their study of the subject.
the need for professional development of teachers so that they can adopt different teaching strategies, with greater emphasis on understanding and problem- solving skills.
Given the importance of mathematics in underpinning other areas of study, notably science, engineering and technology (SET) disciplines, the NCCA felt that the need to take action. In launching Project Maths, they aim to:
provide a framework that links maths in primary school and at post-primary level. Syllabuses will be structured under five main strands and a common course will be developed for the first year of post-primary school
focus on improving student understanding of concepts by gradual progression from concrete experience to abstract conceptual understanding
provide teachers with classroom resources that will enable them to adopt changed teaching approaches.
underpin these changed approaches through changes in the way mathematics is assessed in examinations.
develop logical reasoning and argument and hence problem- solving skills.
Maths teachers will be engaged from the outset and the classroom experience of initial implementation feeds back into the syllabus-development process. Furthermore, the revised syllabuses will be designed with an increased cohort in mind for higher-level mathematics at both junior cycle and senior cycle (60% and 30% respectively).
Other proposed features include:
phased introduction of revised syllabus strands at both Junior and Leaving Cert level, commencing with an initial group of 24 schools; this will involve corresponding incremental changes to the maths exams.
development of extensive resource materials for teachers and students which will be evaluated in the initial group before roll-out to all schools.
Through developing students' competence and confidence in mathematics, it is expected that other subjects will also benefit. The increased uptake in higher-level mathematics, especially at Leaving Cert level, will provide greater numbers of students with the potential and interest to pursue SET courses and careers.
