Vol. 304 No. 2
asked the Minister for Education if his attention has been drawn to a report (details supplied) on the result of a mathematics test carried out by the principal of a Christian Brothers' secondary school; and, having regard to the alarming revelation in his report, whether he regards it of sufficient gravity to warrant an inquiry into the whole method of teaching mathematics.
34.
asked the Minister for Education if he is aware of criticism recently expressed of the method of teaching mathematics in primary schools; and if he will make a full statement on the matter.
35.
asked the Minister for Education if he is aware of the widespread public concern at the operation of the "New Maths" system in Irish schools; and if he considers that an alternative teaching method may be required.
36.
asked the Minister for Education if he will make a statement on the present method of teaching mathematics in both primary and post-primary schools, in view of the recent criticisms made and the result of the leaving certificate mathematics examination.
With the permission of the Ceann Comhairle, I propose to take Questions Nos. 33 to 36, inclusive, together.
My attention has been drawn to the report referred to in two of these questions.
As far as national schools are concerned, the aims of teaching mathematics are defined in the teachers' handbook on the primary school curriculum. They are to kindle a lively interest in the subject, to give the child a grasp of basic mathematical structure and content, to lay a foundation for further work at post-primary level, and to lead the child to a realistic level of skill in computation.
The curriculum unit of my Department is at present engaged in a review and evaluation of the teaching of mathematics in primary schools. The indications so far are that, although the criterion reference tests which have been applied show that some of the objectives of the syllabus have not been achieved by pupils to the extent desired, the subject is in general being treated and taught satisfactorily.
However, it would not be wise to base a judgment on an incomplete assessment. When the review and evaluation are completed I shall take such steps as the results may suggest to be necessary or desirable.
At the post-primary level, the suitability of the curriculum in mathematics is under continuous review by the special syllabus committee for the subject, which includes representatives of the universities and of the school management and teaching bodies and others. The syllabus is revised or changed from time to time in the light of views expressed or recommendations made by the committee, and I am prepared to consider any proposals in relation to the revision of the syllabus which may come to me from the committee or from any appropriate responsible body.
I do not consider that the present situation is such as to demand that an inquiry be held into the method of teaching mathematics in the schools.
Arising out of the Minister's reply to Question No. 33, in the report referred to the results were given by this teacher. Surely the Minister must consider them deplorable? If he does, does he not consider it necessary to hold an investigation immediately, because the percentage of failure was something in the region of 70 per cent?
In that specific examination, yes.
On the basis of those results would the Minister not think it necessary to hold an inquiry immediately?
As I have indicated to the Deputy, the re-assessment continues in respect of mathematics and all subjects. I might say also in passing that the Minister of late indicated to the House that he is setting up a special committee which will examine the transition from primary to secondary level. All subjects are continuously being assessed. But I am not convinced that, in respect of the revelations to which the Deputy refers, any special inquiry should take place.
In spite of that deplorable result? I do not know what evidence the Minister would require——
I do not know whether the Deputy has looked at the exact type of mathematical proposition made in that survey.
May I take it, in relation to the Minister's reply concerning the teaching of mathematics in primary schools, that at the end of the review there will be a change in the method of teaching and in the curriculum on mathematics in primary schools?
Whatever changes occur will be in accordance with the recommendations of the people qualified to make them.
May I take it that there will be a reversion to what I might call old mathematics in primary schools?
I could not at all anticipate the outcome of these recommendations.
Given that the Minister has stated that a formal review of mathematics teaching is taking place, could he clarify this a little more and tell us what kind of review is taking place? Is it a scientific review which measures pupils' skills or an impressionistic review which simply asks mathematical teachers what they think about what is going on?
It is a review being handled by educationalists and people qualified to assess the merit of any subject in respect of the children availing of it and who hopefully will gain benefit from it.
Is the Minister concerned with the results produced in the mathematics test, as quoted in Question No. 33?
I am not concerned to the extent that the Deputy would suggest.
I have not suggested any strength of concern on the part of the Minister but I am asking him is he concerned at all?
I am concerned about any matter that in any way affects the progress of children in school.
