Recent developments in school mathematics in Ireland

1. Recent developments in school mathematics in Ireland By Prof John O’Donoghue Director National Centre for Excellence in Mathematics and Science Teaching and Learning (NCE-MSTL) University of Linz, 28 March 2012

2. Presentation overview • Introduction • Background • National issues in Mathematics Education • National Centre for Excellence in Mathematics and Science Teaching and Learning (NCE-MSTL) 5. Addressing the challenges

3. Section 1Introduction The perspective offered is: • Director, NCE-MSTL and Professor Mathematics Education, University of Limerick • Based on various government reports, OECD reports, NCCA reports, Irish research in mathematics education, NCE-MSTL research and reports, personal published research and reports, wider familiarity with international mathematics education.

4. Section 2Background/Rough sketch • Primary education (c.3 200 schools/ 0.5m pupils) • Second level education (c.735 schools/ 0.35m) • Higher education: • Universities ( 7) • Institutes of Technology (14) • Teacher Education/primary (4/5) • Others • NCCA • SEC • Junior Cycle /Senior Cycle • Levels - Higher/Ordinary/Foundation

5. Section 3National issues in mathematics education(‘Mathematics problem’) • ‘Mathematics problem’ is multi-dimensional and multi-faceted • Dimensions can be identified as follows: • Quality • Numbers • Performance and failure rates • Adult numeracy and workplace mathematics • Public images of mathematics

6. Section 3National issues in mathematics education(Policy context) • Convergence of national economic and education policies to achieve an Information society/Smart economy (prior to crash) • Government has identified mathematics as underpinning the knowledge economy • National economic recovery predicated on the Smart economy • Severely constrained resources.

7. Section 3National issues in mathematics education(Quality) • The nature of mathematics teaching and quality has been found wanting at all levels • Active learning methodologies and problem solving approaches are gaining ground at primary level, but there are still problems with teachers’ Mathematical Knowledge for Teaching (MKT) e.g. Hourigan, 2009; Delaney, 2010. • Mathematics teaching in post primary schools has been severely criticised for its: • Didactic style, exam orientation, concentration on procedural knowledge e.g. Lyons et al , 2003; NCCA, 2005. • Noticeable decline in the quality of students’ work leading to under-preparedness for the challenges of numerate disciplines in HE e.g. Chief Examiner, 2005. • Highly structured and predictable nature of national school certificate exams (JC/LC). • Mathematics qualifications of the teaching force e.g. Ni Riordain and Hannigan, 2009. • The quality of mathematics teaching in some areas of HE is causing concern e.g. service teaching in IOT’s and universities e.g. Gill, 2006; O’Donoghue, 1999.

8. Section 3National issues in mathematics education(Numbers) • There is a low uptake of Higher Level mathematics at LC (c. 16% as against projected need of 25-30% of cohort) • Currently c. 43% sit JC Higher mathematics and two-thirds of these drop down to LC Ordinary (projected need is for 60% of cohort to sit JC Higher mathematics) • Logjam in pipeline is in JC Higher mathematics • Significant percentage (c. 10%) of the cohort fail mathematics annually thus excluding them from direct participation in HE.

9. Section 3National issues in mathematics education(Performance/Failure rates) National measures of performance: • Failure rates in LC Ordinary mathematics is stubbornly high at 10-12% of the cohort annually • Failure in mathematics in the school leaving certificate exam severely limits student educational and employment prospects (EGFSN, 2008) • Other qualitative internal measures such as ‘fitness for purpose’ or quality of students’ mathematics education experience point to serious shortcomings e.g. Chief Examiner, 2003.

10. Section 3National issues in mathematics education(Performance) International comparative measures: • PISA (2003), mean score close to OECD average • PISA (2006), mean score close to OECD average • Fewer students (10%) achieved the highest proficiency levels (5 and 6) compared to OECD average 13% • Narrower spread of mathematics proficiency achievement compared to OECD average (Educational Research Centre, 2007). • PISA (2010), mean score below OECD average for first time!

11. Section 3National issues in mathematics education(Public images of Mathematics) • Elitist, difficult, for the very bright who have a ‘mathematical mind’. • Dull, boring, unexciting, to be endured because it is needed for all kinds of jobs and professions and for entry to HE. • Perceived as mainly ‘skills’. • ‘OK to be no good at maths’.

12. Section 4National Centre for Excellence in Mathematics and Science Teaching and Learning (NCE-MSTL) Phase 1: 2008 - 2011 Co-DirectorsDr. G. McClelland (Science)Prof. J. O’Donoghue (Mathematics) Associate DirectorsMr. F. McGourty (Biological Sciences) Dr. P. Childs (Chemistry Education)

13. Section 4NCE-MSTL(Overall Vision) The mission of the NCE-MSTL is to address national priority issues in the teaching and learning of science and mathematics.

14. Pursue mission by: Conducting best practice, high level evidence-based research into teaching and learning in mathematics and science - incorporating all learning environments - formal, non formal and informal Translating existing research into effective best practice in mathematics and science teaching and learning. Designing, informing, advising and delivering nationally recognised evidence based CPD programmes. Collaborating and sharing information with all universities and institutions in order to formulate strategies that enhance mathematics and science teaching and learning from primary school, through secondary school to third level and fourth level. Promoting scholarship in mathematics and science teaching and learning. Section 4NCE-MSTL (Mission Statement)

15. Section 4NCE-MSTL(Structure) • University of Limerick is lead institution • Supported by centres of expertise which already exist in the Shannon Consortium institutes. • Mary Immaculate College, Limerick • Institute of Technology, Limerick (LIT) • Institute of Technology, Tralee • University of Limerick • Distributed Centre (Physical presence) • Virtual Presence (www.nce-mstl.ie)

16. Section 4NCE-MSTLOrganisation and Modus Operandi Research Themes (Project based) • Physical Science T & L • Biological Science T & L • Mathematics T & L • At all levels - primary to postgraduate • Several projects in each theme • Guiding principle: good subject knowledge in science and mathematics is essential for good teaching.

17. Section 4NCE-MSTL(Big issues/Mathematics) • Quality Mathematics education experience (P/JC/LC) Mathematics curriculum (P/JC/LC) Mathematics teaching (P/JC/LC/IOT’s/HE) • Numbers (JC/LC/HE) • Performance (P/JC/LC) and failure rates (LC) • Assessment • Transitions (Primary/JC, JC/SC, LC/HE) • Mathematical literacy/adult numeracy

18. Section 4NCE-MSTL(Big issues/Mathematics) A major overarching concern: • Quality of Mathematics teaching (impacts on the mathematics problem at all levels!) • Exacerbated at post primary level by a de facto shortage of qualified mathematics teachers.

19. Section 5Addressing the challenges • NCCA, DES, HEA and other agencies have been working individually and in various groupings to advance mathematics education in Ireland for a number of years. • Elements of a powerful framework to drive and support change are in place but need closer coordination and support. • Small but vibrant community of mathematics education researchers in HE/Teacher education colleges conducting high quality research. • Teaching Council has been established • NCE-MSTL has been established. • At primary level: • New mathematics curriculum • Active methodologies • Positive indications of progress in recent reviews • At post primary level: • Project Maths • New methodologies • New assessment methods/exams • Huge effort to support teachers/in-service/CPD/etc. • Mathematics Learning Centres/Mathematics learner support

20. Section 5Addressing the challenges • At HE level: • NDLR (National Digital Learning Repository) • NCE-MSTL (HE initiative but works at all levels of the system) • MACSI (SFI funded but does outreach to schools in mathematics education, supports mathematics education research in NCE-MSTL) • Adult literacy and workplace mathematics: • Adult numeracy now firmly established in NALA brief and significant work in progress • Increased profile e.g. PISA, PIAC • High quality research activity and capacity (ITTallaght, UL, NCE-MSTL) • Other contributions: • School projects/curriculum materials (various companies e.g. Intel, Analog Devices) • Engineers Ireland (school supports/projects/careers) • DSE (schools projects, competitions, prizes) • IBEC (general support, careers, awareness raising activities) • Events e.g. Young Scientist, Maths Week, Science Week, etc. • Websites e.g. scoilnet, DSE, NCCA, NCE-MSTL, etc.

21. Section 5Project Math 2011New National Curriculum • Teach for understanding • Active teaching methodologies • Real life applications • Assessment for learning • New type examinations • Five strands Statistics and probability Geometry and Trig. Number Algebra Functions/Calculus

22. Final thoughts • Engaged in an enormous task in mathematics education • Any aspect is a huge undertaking in its own right (e.g. Project Maths) • Reasons to be optimistic about the future: • Good analysis and planning • Sustained commitment to improvement evident at Government level • Resources have been committed at various levels through different mechanisms • Evidence of commitment to build permanent support infrastructure with a number of elements already in place • Support from stakeholders

23. Selected References • Delaney, S. (2010). Knowing what counts: Irish Primary teachers’ Mathematical Knowledge for Teaching. Dunlin: Mariono Institute of Education and DES. • Educational Research Centre (2007). Ready for Tomorrows World: The Competencies of Irish 15-year-olds in PISA 2006. Dublin: Educational Research Centre. • Expert Group on Future Skills Needs (2008). Statement on Raising National Mathematical Achievement, Dublin: EGFSN. • Flynn, S. (2009). Third of Maths Teachers lack degree in subject, Irish Times, October 24. • Gill, O. (2006).What Counts as Service Mathematics? An Investigation into the ‘Mathematics Problem’ in Ireland, unpublished doctoral thesis, University of Limerick • Hourigan, M. (2009). Improving the mathematics knowledge of primary pre-service teachers through a voluntary targeted learning support intervention, unpublished doctoral thesis, University of Limerick. (submitted Nov.) • Ingersoll, R. M. (2002). Out-of-field teaching, educational inequality and the organisation of schools: an exploratory analysis. Seattle, WA: University of Washington, Center for the Study of Teaching Policy. • Department of Education (1997) International Adult Literacy Survey: Results for Ireland, Dublin, Stationery Office. • Liston, M.(2008). An investigation into the influence of affective variables, the role of conceptions of mathematics and approaches to learning on students in transition to service mathematics at university, unpublished doctoral thesis, University of Limerick. • NCCA (2005), Review of Mathematics in post-Primary Education – a discussion paper, Dublin: NCCA. • Ni Riordain and Hannigan, (2009). Out-of –field teaching in post-primary mathematics education: an analysis of the Irish context, NCE-MSTL, University of Limerick. • O’Donoghue, J. (1999). An intervention to assist at risk students in service mathematics courses at the University of Limerick: University of Limerick teaching fellowship scheme report, University of Limerick, Limerick. • State Examination Commission (2005) Chief Examiner’s Report (Mathematics) [online], available: http://www.examinations.ie/archive/examiners_reports/cer_2005/LCMathematics.pdf • Task Force on the Physical Sciences (2002). Report and Recommendations of the Task Force on the Physical Sciences. Available online at: http://www.irlgov.ie/educ/pub.htm or http://www.sciencetaskforce.ie/report