MATHEMATICS

OVERVIEW
New post-primary STEM Curricula
New curricula in Junior Certificate and Leaving Certificate Mathematics were introduced on a
phased basis between 2008 and 2013. These are commonly referred to as ‘Project Maths’. New
curricula for Junior Certificate Science and Leaving Certificate Biology, Chemistry and Physics
are awaiting implementation, and a new specification in Agricultural science is in development.
The new STEM curricula emphasise the development of skills as well as discipline knowledge
and understanding. The new subject specifications are presented as learning outcomes that
describe what students should be able to do rather than what they should know. The
specifications demonstrate clear progression of learning through post primary education as
students consolidate and deepen their knowledge and understanding, and develop skills.
Emphasis is placed on the application of discipline knowledge in real-world contexts. The
implementation of these new curricula will result in the introduction of practical assessment in
Leaving Certificate physics, chemistry and biology for the first time.
Performance and quality
The 2010 McKinsey Report, How the world’s most improved school systems keep getting better
(Mourshed, et al., 2010) ranks Ireland’s school system in the category ‘good – great’ based on an
aggregate score across several indicators of academic performance at primary and post-primary
levels. In order to match our ambitions for economic and societal development, our aspiration as a
nation should be ranked with the high performing nations in the ‘great – excellent’ category.
The situation is far from ‘great’ if we consider STEM subjects. Our performance has been
consistently average, hovering just above, or below in some instances, according to a series of
reports on the TIMSS (Trends in International Mathematics and Science Study) and PISA (the
OECD's Programme for International Student Assessment) studies. Ireland’s performance in
Mathematics has been decidedly average, moving to significantly above average in PISA 2012,
and has generally been just above average in Science (Perkins, Shiel, Cosgrove, Merriman, &
Moran, 2013).
STEM EDUCATION IN THE IRISH SCHOOL SYSTEM
While some of these trends are welcome, a consistent finding across national and international
tests of attainment is that primary and post-primary students find items assessing higher-order
thinking skills (e.g. Applying Knowledge and Problem Solving) particularly difficult – this is true
for both mathematics and science. Another concern is that there are relatively few of our
primary and post-primary students performing at the ‘advanced level of proficiency’ in
mathematics (Mullis, Martin, Foy & Aurora, 2012; Perkins et al., 2013). A number of reports draw
attention to low levels of ICT usage by students in primary schools in Ireland. National studies
highlight that, where ICT is used, it is mainly for low-level activities such as word processing,
internet searches and playing computer games. Limited use is made of ICT in the development
of higher-order thinking skills, creative or collaborative skills, independent working skills, or
communication skills (e.g. DES, 2008; Eivers et al., 2010).
These levels of performance in STEM subjects are not good enough if we aim to provide the best
for our nation’s children and if we wish to sustain our economic ambitions for the future. A stepchange
in STEM performance and outcomes is required throughout the educational system if we
are to move our STEM education performance into the highest levels.
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