Project Maths: Developing Post-Primary Mathematics Education

A new initiative in maths gets under way in September 2008, with the start-up of Project Maths in an initial group of schools. The first two of five syllabus strands will be introduced for incoming first year and fifth year students.

This development will see much greater emphasis being placed on student understanding of mathematics concepts, with increased use of contexts and applications that will enable students to relate mathematics to everyday experience.

The initiative will also focus on developing students’ problem-solving skills. In parallel with changes in curriculum, there will be changes in the way mathematics is assessed, to reflect the different emphasis on understanding and skills in the teaching and learning of mathematics.

To download the revised syllabus strands in PDF please click on the links below.

Junior Certificate Mathematics – revised syllabus strands (pdf)
Leaving Certificate Mathematics – revised syllabus strands (pdf)

Working with schools

A group of 24 schools is participating in the developmental stages of syllabus revision from September 2008. Teachers of mathematics in these schools will engage with the revised syllabus strands and be supported in using a range of resources to bring about a changed approach to student learning of mathematics, with greater use of contexts and applications and greater emphasis on the development of problem-solving skills. Feedback from the school-based experience in the initial stages of Project Maths will inform final revision of syllabuses and support materials before their introduction to all schools from September 2010.

Project Maths – List of participating schools (pdf)

The NCCA has developed an information flyer for schools. To download this flyer in PDF please click on the link below.

Project Maths - Information for schools (pdf)

A new way of developing curriculum and assessment

The development of the syllabuses will, as usual, be undertaken by syllabus committees of the NCCA, with input also from the NCCA Board of Studies for Mathematics Education. Maths syllabuses will be developed under five strand headings, to be introduced on a phased basis:

1. statistics and probability
2. geometry and trigonometry
3. number
4. algebra
5. functions

The first phase of Project Maths will see the introduction of two revised strands in the initial group of schools from September 2008. Teachers in these schools will have access to and explore a range of classroom materials and approaches and professional supports. These materials and supports will include lesson plans, with teacher guides and student worksheets, online exemplification and a range of assessment materials.

Examination questions for each strand will also be changed on a phased basis, to reflect the different approach and emphasis in Project Maths. Thus, for example, as changes are made in the syllabus material for statistics and probability, changes will also occur in the way this area of mathematics is assessed in the relevant examinations.  

As each phase of syllabus revision is introduced by these schools, teachers will evaluate the syllabus and resource materials and provide feedback to the NCCA, so that whatever changes are necessary can be made to improve the quality of teaching and learning in mathematics. The revised syllabus strands will be introduced by all schools, also on a phased basis, from September 2010, with professional development and support for all mathematics teachers commencing from September 2009.

What’s in it for students?

According as the revised strands are introduced, studentswill experience mathematics in a new way, using examples and applications that are meaningful for them. These will also allow students to appreciate how mathematics relates to daily life and to the world of work. Students will develop skills in analysing, interpreting and presenting mathematical information; in logical reasoning and argument, and in applying their mathematical knowledge and skills to solve familiar and unfamiliar problems. 

Junior Certificate Mathematics

In the junior cycle, a more investigative approach will be used which will build on and extend students’ experience of mathematics in the primary school, gradually leading them to an understanding of the more abstract mathematics concepts. To provide better continuity with primary school mathematics, a bridging framework is being developed that links the various strands of mathematics in the primary school to topics in the Junior Certificate mathematics syllabuses.

A common course in mathematics at the start of the junior cycle will make it possible for students to delay their choice of syllabus level until a later stage. Two revised syllabus levels will be implemented at Junior Certificate, Ordinary level and Higher level, with a targeted uptake of 60% of the student cohort for Higher-level mathematics. This is expected to facilitate increased uptake of Leaving Certificate Higher-level mathematics.

Initially, a Foundation level examination, based on the revised Ordinary level syllabus, will also be provided. As the revised syllabuses and the targeted uptake become established, the necessity for the Foundation level examination will be kept under review.

Leaving Certificate Mathematics

In the senior cycle, students’ experience of mathematics will enable them to develop the knowledge and skills necessary for their future lives as well as for further study in areas that rely on mathematics. Leaving Certificate Mathematics will be provided at three syllabus levels, Foundation, Ordinary and Higher, with corresponding levels of examination papers. An uptake of 30% at Higher level is targeted. The issue of the status of the Foundation level course and the examination grades achieved by candidates in terms of acceptability for some courses at third level will be explored.

A noticeable difference between the current syllabuses and the revised ones is in the Options. The revised syllabuses will not have optional topics. Some of the material presented under the present options will be incorporated under relevant strand headings in the revised syllabuses and students will be required to study all five strands.

According as the revised syllabus strands are introduced, there will be incremental changes to the examination papers. During the transitional period, option questions will continue to be provided in those areas of the syllabus which have not been changed. However, when all five strands have been implemented the examination papers will not contain options.

Schedule

The table below sets out the schedule for the introduction of revised syllabus strands in the initial schools and, following a two-year period to monitor and evaluate this, the planned roll-out to all schools. Changes will also occur to the examination questions associated with these strands for both Junior Certificate (JC) and Leaving Certificate (LC) in the years indicated.