5.3.3 Mathematics

5.3.3 Mathematics

Inspectors have identified positive trends in classroom practices in Mathematics

During the period 2016 to 2020, inspectors’ overall findings with regard to the quality of teaching and learning in Mathematics have been very positive. It is evident that the more student-centred approaches promoted by revisions to the mathematics syllabus over the last decade are now resulting in more engaging teaching practices in most classrooms. Uptake of higher level Mathematics has continued to increase in both Junior Cycle and Senior Cycle (Table 5.15). This trend has continued to be supported by the bonus points available to students who take the higher level Mathematics examination in their Leaving Certificate.

Table 5.15: Numbers of students taking Mathematics examination in Leaving Certificate and Junior Cycle / Junior Certificate: 2016-2020

	Leaving Certificate				Junior Cycle/Junior Certificate
Year	Higher level	Ordinary level	Foundation level	Total candidates	Higher level	Ordinary level	Foundation level	Total candidates
2020	36.0%	59.4%	4.6%	56,984	N/A*	N/A	N/A	N/A
2019	33.0%	57.1%	9.9%	55,094	58.8%	36.8%	4.4%	63,669
2018	31.5%	58.7%	9.8%	53,391	57.2%	38.5%	4.3%	61,941
2017	30.0%	59.2%	10.8%	54,665	57.1%	38.6%	4.3%	61,032
2016	28.0%	60.0%	12.0%	54,225	55.1%	39.9%	5.0%	59,589

Source: State Examinations Commission * As a result of the COVID-19 pandemic, the Junior Cycle 2020 examinations were cancelled.

There have been significant curriculum changes in both junior cycle and senior cycle Mathematics

The Junior Cycle Mathematics specification was introduced for first year students in September 2018. There are two classroom-based assessments (CBAs) and an Assessment Task as part of the specification as well as a written examination. There has been significant investment in continuing professional development (CPD) for teachers in both Junior and Senior Cycle, but more specifically for Junior Cycle through Junior Cycle for Teachers (JCT). The new Mathematical Applications specification for the Leaving Certificate Applied (LCA) was introduced in September 2021 and will be examined for the first time in 2023, with CPD currently being provided by the Professional Development Service for Teachers (PDST).

Levels of experiential and constructivist learning in Mathematics have increased

Inspection findings on the quality of teaching and learning in Mathematics were encouraging; inspectors found the overall quality of students’ learning in Mathematics to be good or very good in 91% of subject inspections. The overall quality of teaching was found to be good or very good in 92% of these inspections. Inspection reports point to improving levels of experiential learning in lessons and an increasing emphasis on constructivist approaches to the introduction of mathematical concepts which allow students to become

active participants in their learning and to construct learning based on their experiences. During announced inspections, high levels of student engagement were reported in 83% of the mathematics lessons observed. Where there was less student engagement, this was often due to an imbalance between the level of teacher input and students’ active engagement with the lesson content. In such cases, inspectors advised that teachers dedicate a higher proportion of lesson time to active learning, where students are provided with opportunities to collaborate, hypothesise and engage in, and persevere with, increasingly difficult tasks.

The use of assessment to support learning in Mathematics is an area for development

The use of assessment to support learning was found to be just satisfactory or less than satisfactory in a quarter (25%) of lessons observed in mathematics inspections. In such lessons, inspectors pointed to a need for enhanced formative feedback on students’ work, the further development of questioning strategies that require students to explain their thinking, and greater use of peer and self-assessment. The need for enhanced formative feedback was highlighted further in survey findings during the COVID-19 pandemic. A number of inspection reports also referenced the need for greater cross-curricular planning so that links between Mathematics and other subjects were identified and used to create integrated learning opportunities.

Overall, Irish students performed very well in Mathematics in international assessments

Results from Trends in International Mathematics and Science Study (TIMSS) 2019 indicated that Ireland was the top performing EU country in Mathematics among second year students. The findings from PISA 2018 were also positive and indicated that students in Ireland were significantly above the OECD average in Mathematics. There were fewer low-performing students in Ireland in Mathematics compared with the average across OECD countries. However, it is worth noting that student performance on PISA 2018 Mathematics was characterised by a significantly lower percentage of high achievers (8.2%) compared with the average across OECD countries (10.9%). The relative underperformance of higher-achieving students in Ireland in Mathematics was also highlighted in the last Chief Inspector’s Report which was published in 2016.

Figure from page 149

While the relative stability of Irish students’ scores in the Programme for International Student Assessment 2018 was welcome, some of the findings point to significant challenges for the teaching of Mathematics in Irish post-primary schools

The PISA assessments in 2018 were administered entirely online. Some of the items were traditional-style PISA test items re-presented in digital format and, on these questions, Irish students performed relatively well. However, the PISA test included new test items that exploited the capacity of the online methodology to test students’ ability to apply mathematical skills in dynamic, problem-solving environments. It was notable that Irish students performed less well on these newer types of items, indicating that they found it challenging to apply their mathematical learning. Given the importance of mathematical skills in areas that are likely to be increasingly economically significant, as well as the importance of Mathematics as a tool in everyday life, the relative weakness of Irish students in applying mathematical concepts and skills should be addressed in curriculum design, teacher education and practice, Inspectorate evaluations and within state examinations.