MATHEMATICS

OVERVIEW
having more responsibility for what is taught, teachers are increasingly expected to teach
knowledge and understanding in STEM disciplines in such a way that students develop the socalled
21 st Century skills identified as being critical at each stage of the education continuum
(Binkley et al., 2012). (See Appendix IV: Key skills identified at each stage of the Irish Education
continuum). To negotiate this change successfully, teachers will require a programme of
extensive and sustained CPD throughout their professional life, not just in response to
curriculum change.
The crisis in public finances in the period from 2008 has impacted heavily on education at all
levels. One particular consequence is the so-called ‘casualisation’ of the teaching profession and
that is having a severe, negative impact on provision at post-primary level. It is estimated that
ca.35% of all teachers in the post-primary schools have less than full-time contracts of
employment (Ward, 2014). Although the impacts are not unique to STEM subjects, there are
concerns that STEM teaching and the associated student performance suffer in this context
because STEM teachers need to build confidence in their knowledge and skills and students
need continuity and confidence in their teachers.
PROCESS OF CONSULTATION AND STRUCTURE OF REPORT
Submissions and consultation
In addition to the significant contributions of all members of STEMERG, this report has been
developed with the input of a broad range of stakeholders. While researching and developing
the report, members of the public, academic and educational institutions, and professionals in
the education sector and their representative bodies were encouraged to submit their thoughts
and considerations on STEM education in Ireland.
A major public consultation event was held at the Royal Irish Academy (RIA) on April 17th, 2014.
A summary of that event and its outputs is available in Appendix V. The presentations and
discussions at the RIA event provided important and stimulating reference points for our work.
They highlighted key issues that need to be addressed regarding STEM education in Ireland and
the environment in which changes can be made.
STEM EDUCATION IN THE IRISH SCHOOL SYSTEM
In addition to the public consultation event, a number of written submissions were received
from stakeholder bodies. Where necessary or convenient, these were supplemented with faceto-face
engagements with representatives of the stakeholder bodies.
Structure of report
This report comprises seven main sections:
n Chapter 1 - Introductory Overview Chapter (p.12)
n Chapter 2 – 6 – corresponding with each of the five TORs
n Chapter 7 – Conclusions, General Recommendations and Combined Report Outcomes
n References and Appendices
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