
06606601
a
2016d.00330
Treacy, P\'araic
Faulkner, Fiona
Analysing the effects of the introduction of the new Project Maths syllabus on beginning undergraduates' performance of basic mathematical skills in Ireland.
Rogerson, Alan (ed.), The mathematics education for the future project. Proceedings of the 13th international conference `Mathematics education in a connected world', Catania, Sicily, Italy, September 1621, 2015. M\"unster: WTMVerlag (ISBN 9783942197441/pbk; 9783942197861/ebook). Conference Proceedings in Mathematics Education 1, 409420 (2015).
2015
M\"unster: WTMVerlag
EN
D35
C45
D75
underpreparedness of students entering universities
basic mathematical skills
fragmented understanding
concept knowledge
beginning undergraduates performance
syllabi
Summary: The mathematical underpreparedness of students entering universities in Ireland, UK, Australia and the US has been widely reported with beginning undergraduates displaying a lack of basic mathematical skills, as well as fragmented understanding, inadequate concept knowledge, and inability to successfully solve mathematical problems. This issue has been of particular concern in Ireland recently, with beginning undergraduates' performance of basic mathematical skills showing signs of significant decline over the last 10 years. New mathematics syllabi, commonly referred to as `Project Maths', were gradually introduced into Senior cycle and Junior cycle of the Irish secondary school education system from 2010 onwards to address some of the criticisms of the approach to teaching mathematics that existed in Ireland. These new syllabi aim to place greater emphasis on student understanding of mathematical concepts, enabling students to relate mathematics to everyday scenarios with increased use of contexts and applications. This study analyses, through mathematics diagnostic test data gathered between 2008 and 2014, the effects that the introduction of the new Senior cycle syllabus has had on beginning undergraduates' basic mathematical skills.