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Project Maths Changes in Assessment - Implications

Project Maths Changes in Assessment - Implications. Bill Lynch MSSTL Annual Conference, Carlow, 24 th May 2010. Phasing of developments. Phased syllabus changes at junior cycle and senior cycle – 5 strands over 3 years Statistics and probability Geometry and trigonometry Number Algebra

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Project Maths Changes in Assessment - Implications

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  1. Project MathsChanges in Assessment - Implications Bill Lynch MSSTL Annual Conference, Carlow, 24th May 2010

  2. Phasing of developments • Phased syllabus changes at junior cycle and senior cycle – 5 strands over 3 years • Statistics and probability • Geometry and trigonometry • Number • Algebra • Functions • Bridging framework to link primary and post-primary mathematics • National roll-out after two years; also phased

  3. Schedule of introduction • 24 initial schools • Strands 1 and 2 in 2008 • Strands 3 and 4 in 2009 • Strand 5 in 2010 • All other schools • Strands 1 and 2 in 2010 • Strands 3 and 4 in 2011 • Strand 5 in 2012

  4. Areas of Support for Project Maths • Project Maths Development Team • Resources to support teachers • Resources for student use and research • Web-based materials (www.projectmaths.ie) • Communication; public awareness; access to information • Collaboration with others • CSO, IIF, ERC • NCE-MSTL

  5. Emphasis on understanding and skills • Building on existing knowledge and skills • Progression and continuity; from the concrete to the abstract, from the informal to the formal • Developing learner confidence and competence • Focus on problem-solving skills and strategies • Applying knowledge and skills to familiar and unfamiliar contexts/problems

  6. Changes at Leaving Certificate • Curriculum and assessment developments • incremental revisions to syllabuses and assessment • removal of choice on exam papers • structure of the paper (focus on LC-OL) • interim arrangement • Three syllabus levels, FL, OL and HL • uptake target: at least 30% of the cohort at HL • changed emphasis; context, applications

  7. Strand 1 – Statistics and Probability Probability • Counting • Concepts of probability • Discrete probability (as relative frequency) • Outcomes of random processes Statistics • Statistical reasoning • Finding, collecting, and organising data • Representing data graphically and numerically • Analysing, interpreting and drawing inferences from data

  8. Strand 2 – Geometry and Trigonometry • Synthetic geometry • terms and concepts • constructions, axioms, theorems, corollaries • Co-ordinate geometry • Trigonometry

  9. Strand 3 – Number • Topics • Number systems; operations • Indices • Applied arithmetic • Length, area and volume • Sets • Pre-algebra approach • patterns and generalisations; problem-solving strategies • modelling operations

  10. Strand 4 – Algebra • Topics • Arithmetic expressions; representations (tables, graphs) • Finding ‘formulae’ • Examining change rates and relations • Algebraic expressions; factors; graphs • Equations and inequalities • Functions-based approach • Representational; transformational • Generalising and justifying

  11. Responding to the feedback • Syllabus adjustment • Streamlining • Deferral of learning outcomes • Hypothesis testing • Assessment arrangements • Retention of topics on paper 2 (i.e. those not in S1 or S2) • Interim Paper 2 choice (June 2010) • Weighting between S1 and S2 • Additional draft questions + commentary

  12. First ‘new’ examination – June 2010 • SEC trial of Sample LC Maths Paper 2 (Oct. ‘09) • adjusted Sample Paper; report on the trialling • Additional questions for strands 1 and 2 • Pre-Leaving Certificate (‘mock’) Paper 2 • correction and return of scripts • feedback to teachers

  13. First ‘new’ examination – June 2010

  14. LC-OL Paper 2 2010

  15. Question 6

  16. Question 7

  17. Q.7 (b) Comment on answering

  18. Question 8

  19. The square tile ABCD has side of length 1 metre. Two such tiles are to be combined to form a single square.Show how this can be done.

  20. Rearranging the pieces to form another square.

  21. Project Maths aims to bring about • Improved understanding of concepts • Ability to apply mathematical knowledge and skills to real-life contexts • Better problem-solving skills • Less reliance on practised routines and predictable questions • Appreciation of mathematics • More discerning students and citizens

  22. Information on Project Maths URL: www.ncca.ie/projectmaths URL: www.projectmaths.ie URL: www.examinations.ie Email: bill.lynch@ncca.ie

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