4.3.3 Mathematics

4.3.3 Mathematics

Ireland’s pupils are ranked highly in Mathematics in the Trends in International Mathematics and Science Study (2019)72

Ireland was among 64 countries that took part in the Trends in International Mathematics and Science Study (TIMSS) study in 2019. Primary pupils in Ireland scored significantly above the TIMSS scale centrepoint in Mathematics and no other European Union (EU) country performed better than Ireland. As Ireland’s results were very similar to 2015, this indicates that the significant improvement noted in the 2011 results has been maintained. Other key findings include that boys and girls at fourth class performed equally well in Mathematics, lower-achieving pupils in Ireland performed significantly better than the average of pupils in all countries taking the TIMSS test, and results showed equity in terms of schools’ performance generally. Nevertheless, the findings suggest that pupils in Ireland with exceptional ability in Mathematics are underperforming, relative to their peers in countries with similar overall performance.

Findings from inspections on the quality of learning in Mathematics were generally positive, although scope for improvement remained

Inspectors’ findings on the quality of learning in Mathematics in primary schools and special schools were positive in some respects. It is encouraging that the overall quality of pupils’ learning in Mathematics was found to be good or very good in 95% of announced curriculum evaluations.

Overall attainment of learning objectives in mathematics lessons was found to be good or very good during 84% of announced inspections in primary and special schools. Pupils’ levels of enjoyment and motivation in mathematics lessons were found to be good or very good in 87% of the mathematics lessons observed during announced inspections.

Nonetheless, inspection findings indicated that there is need to improve pupils’ engagement with their learning. In almost a quarter (24%) of the mathematics lessons observed during unannounced inspections, inspectors noted the potential for teachers to improve pupils’ engagement with the learning task provided.

72 Trends in International Mathematics and Science Study (TIMSS) takes places every four years. The primary purpose of TIMSS is to gather high-quality data on students’ levels of achievement in two key domains of study – Mathematics and Science – at both primary (fourth grade) and post-primary (eighth grade) levels.

Pupils reached the targets set for Mathematics in the National Literacy and Numeracy Strategy well in advance of the scheduled target date of 2020

The Interim Review of the National Literacy and Numeracy Strategy completed in 2016 found that good progress had been made in meeting the targets that had been set for Mathematics. Consequently, targets to 2020 were revised, in particular where achievements were already at, or near, the benchmark set in 2011. Although specific targets for numeracy in disadvantaged schools had not been included in the original strategy, these were now set. For example, a target was set to increase, by 2020, the number of sixth class pupils in DEIS Band 1 urban primary schools performing at, or above, level 3 in the NAMER at sixth class to 27%.73

Learning experiences in Mathematics should be challenging, situated in real-life contexts, and promote talk and discussion

In schools where positive pupil outcomes and experiences in Mathematics were observed, inspectors praised pupils’ high levels of engagement in enquiry-based learning, their ability to communicate their mathematical learning, and to relate this learning to their personal lives and to the wider environment. In their advice to schools where the pupils’ learning outcomes and experiences required development, inspectors identified the need for learning experiences to be suitably challenging and better informed by assessment data. In some instances, inspectors noted an over-reliance on textbooks and the fact that learning opportunities were not adequately contextualised to pupils’ needs and experiences. The need for pupils to experience meaningful mathematical learning in real-life contexts was also noted regularly.

In 35% of the lessons evaluated during unannounced inspections, inspectors found that the opportunities for pupils to talk and discuss their mathematical learning were less than good. This finding merits particular consideration given the critical role played by language in developing mathematical thinking. Inspection findings also indicate that there is scope to make greater use of assessment information to inform the provision for differentiated teaching and learning, and to monitor and track the impact of any whole-school initiatives in Mathematics.

A significant proportion of pupils were unsure of their progress in reading and Mathematics

In surveys administered during whole-school evaluations during the September 2016 to December 2020 period, over a sixth (18%) of pupils indicated that they did not know how they were doing in reading. Similarly, a fifth (20%) of pupils responded that they did not know how they were doing in Mathematics. This is broadly similar to the findings from the previous Chief Inspector’s Report (2016) where 16% of pupils reported that they did not know how they were doing in reading and just under a fifth (18%) indicated that they did not know how they were doing in Mathematics.

73 Due to COVID-19, NAMER testing did not take place in 2020, but was adapted and rescheduled for May 2021.