Dáil Éireann Debate, Tuesday - 16 April 2013
383. Deputy Thomas P. Broughan asked the Minister for Education and Skills if he is reviewing the operation of Project Maths in view of the ongoing concerns that have been raised by students, parents and maths teachers in this regard; and if he will make a statement on the matter. [16094/13]
View answerMy Department has engaged in extensive consultation in relation to the development and implementation of Project Maths. I would remind the Deputy that curricular change was considered imperative in view of the concerns about rote learning, student uptake at Higher Level and student achievement levels in mathematics. The new syllabus is designed to transform teaching and learning of Mathematics at second level, so that students will develop instrumental understanding (knowing how), relational understanding (knowing why), the ability to apply their knowledge and skills in familiar and unfamiliar contexts, and analytical and creative powers in mathematics. The comprehensive programme of professional development available to all teachers of mathematics focuses primarily on the teaching approaches required to achieve these goals. Such a fundamental reform requires attitudinal change which will only come in time as the new syllabus embeds in schools. Project Maths was implemented on a phased basis and all five strands of Project Maths were rolled out to mainstream schools in September 2012.
In relation to review, following a tendering process the National Foundation for Educational Research (NFER) was awarded a contract to conduct research into the impact of Project Maths on student motivation, learning and achievement in:-
- the initial 24 schools who were engaged in the project since September 2008 and
- all the other post-primary schools where syllabus change commenced in September 2010.
The student-focussed research design has two components: Part One focuses on testing students' mathematical performance in areas significant to Project Maths, and on exploring their attitudes towards mathematics. Part Two uses analysis of students' work and detailed case studies to develop a data-rich picture of mathematics teaching and learning. The first interim report, published in November 2012, found that students appear to be performing well in many aspects of the revised syllabus. The report is available online at www.ncca.ie.
I recently received a report from the Irish Maths Teachers Association. It summarised the findings of a consultation which was carried out with their members. Senior officials from my Department have met with officials from the IMTA to discuss the implications of the findings.
