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Aoibhinn Ní Shúilleabháin criticises proposed changes to the Leaving Certificate mathematics curriculum, arguing they fail to address educational inequalities and gender gaps while risking the loss of critical thinking skills.
Aoibhinn Ní Shúilleabháin says proposed changes to the Leaving Certificate mathematics exam would erode vital skills. Photograph: Alan Betson/The Irish Timesfound it fascinating to look at the dark night sky and see light travelling through time from far-flung stars to our tiny planet.
I chose to study theoretical physics at university, not because I was the best in class at maths, but because I wanted to learn more about how mathematics explains the world around us. It was a challenging but rewarding degree, which instilled in me a love of the rigour, abstraction and creativity associated with the subject of mathematics.
Game theory, quantum mechanics and modelling traffic flow were all interesting parts of our studies that we grappled with, collaborated on and, eventually, mastered. Most of my classmates are now leaders in global finance and markets, with others spearheading research on gravitational waves. Ourstudies were just the first step on our mathematical journeys but gave us a flavour of the challenge and endeavour we might enjoy in further study.
As a secondary-school teacher, and now teacher educator, I try to ensure all children will have the opportunity to enjoy learning mathematics and see the value of the subject that is so prevalent and important in many aspects of life. Although only a handful might choose to continue their direct study of the subject, most learners entering further or higher education will continue doing mathematics.
Others may never write another mathematical equation after secondary school, but they will use their mathematical knowledge and numeracy skills in all aspects of life, from calculating the best energy rates to managing colleagues' work schedules. Having a mathematically literate society is an important part of empowering people to engage in democratic processes through calling out inaccurate claims and questioning data.
Levels of mathematical achievement correlate with higher incomes in later life but, unfortunately, not all learners have the opportunity to study mathematics at higher level. Schools that are designated as socioeconomically disadvantaged, or Deis,to offer higher-level maths than non-Deis schools. With 25 bonus points available for those studying higher level, this inequity locks many young people out of further and higher education.
Husband hit wife, poured cooking oil on her and tried to set her on fire, court toldFor all his delusion, Enoch Burke comes strangely close to acknowledging something real Worryingly, mathematics education in Ireland also seems to exacerbate a gender gap. Historically, girls were as likely as boys to achieve top marks in the subject, but since the curriculum reform of 2012 girls are less likely to achieve a H1 than boys.
A similar gap does not exist with the Junior Cycle and work done by the Society of Actuaries of Ireland suggests the Leaving Cert maths exam favours students with more practised spatial-reasoning and problem-solving skills, strengthened through subjects such as applied mathematics (which is studied by twice as many boys as girls). This is not a problem with girls; it's a problem in how we construct and assess our mathematics curriculum.
It was a privilege to be invited to contribute to a review of the Leaving Certificate mathematics curriculum by the(NCCA) and I looked forward to working with colleagues to design a syllabus that would allow all young people, of all levels of achievement, to develop the knowledge and skills that would benefit their futures. Conversations within the NCCA group were collegial and professional, with a shared objective in designing curricula that would work for students.
, these were professional, respectful and constructive. Unfortunately, group decisions were not always recorded, handpicked opinions appeared in drafts and input from some members was consistently ignored. The potential to design an additional assessment component that would allow students to think more deeply and communicate their mathematical understanding in creative ways was wasted. Decision-making processes were opaque and I found the structures of work to be flawed in design, governance and.
I do not believe these draft curricula serve the mathematical or numeracy needs of students sitting foundation or ordinary level and, even though Ireland already underserves high-achieving students, this proposed curriculum will not enhance student learning at higher level. While errors in a draft curriculum can be amended, the fact that corrections from separate group members were consistently ignored points to a systems-design issue.
Teachers and pedagogy experts are, and should be, involved in curriculum design, as is common practice around the world. Where Ireland differs is the formalised and constant involvement of subject-matter experts. Across the globe research academics and representatives of subject associations are consistently involved in curriculum draftin
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