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Engineers Ireland has formulated a series of proposals aimed at revitalising national performance in mathematics and science at second level
The proposals were part of an Engineers Ireland report on maths and science education at second level, launched by the President of Engineers Ireland, Dr. Chris Horn Chartered Engineer, FIEI during the recent, successful Engineers Week 2010.
Support Project Maths and ensure adequate resourcing
The advancement of national economic objectives requires a more holistic approach to the education of mathematics and science using the Project Maths model currently being introduced by the National Council for Curriculum and Assessment (NCCA). Project Maths, representing a whole new approach to Mathematics Education, is currently being introduced at junior and senior cycle levels. A new curriculum is being designed, which is split into various strands to be phased in over a five to six year period commencing in September 2010. The new Project Maths is currently being introduced in 24 second level schools around the country. Better investment is needed in terms of resource materials and CPD teacher training to expedite successful outcomes.
Make science compulsory at junior level
The importance of science subjects to the future ‘knowledge economy’ is such that science needs to be made a compulsory subject at junior cycle level, as is the case in the vast majority of EU countries.
Ensure maths teachers are adequately qualified
Teaching of mathematics at second level should require a degree or post graduate diploma in mathematics and adequate education qualifications for all existing teachers in addition to new entrants. The current BA in NUIG in Mathematics and Education and MSc in Mathematics Education in NUIM should be extended by a combination of e-learning (from NUIG) and initiatives of similar courses in Dublin and Cork. Existing teachers should be required to engage in accredited CPD courses approved by the Department of Education and Science and encouraged to avail of the many resources and support programmes offered by the National Centre for Excellence in Mathematics and Science Teaching and Learning (NCE-MSTL). There is also the potential to equip engineers who desire a ‘career change’ with the necessary educational skills to teach mathematics in a very contextual and practical way and, in the meantime, to act as ‘facilitators’. Vacancies for this type of role are currently being advertised by the NCCA.
Ensure science teachers are adequately qualified
The teaching of science at second level should also require a degree or postgraduate diploma in the relevant science subject together with adequate teacher education qualifications. Similarly Chemistry, Physics and Applied Mathematics teachers at second level should have degrees in these respective fields.
Use ICT to teach and learn better
The use of ICT and video needs to be significantly improved to assist and support the new mathematics and science curricula. This will aid the visualisation and understanding of the most abstract concepts. This also requires the provision of adequate CPD training for teachers with low IT literacy. In particular, as part of the innovation drive to the smart economy, a key incentive should be the creation of inventories of ICT-based systematic thinking and tools summarily described under the heading of TRIZ (a theory of inventive problem solving).
Incentivise teachers and students
The improved teaching of Mathematics should be incentivised through the award of scholarships and prizes to ‘teachers of outstanding merit’, e.g. Engineers Ireland should consider awarding an annual prize at the BT Young Scientist Exhibition for an outstanding project based on Project Maths.
Have consistent quality tests at the end of primary school
There needs to be a consistent national assessment test through continuous assessment or otherwise to determine the standards of mathematical competence at the end of primary school.
Use transition year to encourage maths and science
Transition Year should be encouraged more at second level and the percentage and scope of the mathematical content of Transition Year work upgraded to make a more meaningful contribution to Project Maths and science subjects.
Encourage better linkage between primary and second level
There needs to be greater ‘joined up thinking’ between primary and second level mathematics and science as currently there are insufficient linkages. Linkages must also extend to third level with particular emphasis between third level engineering degrees, Higher Certificates from Institutes of Technology and the Leaving Certificate.
Download the report:
Report of task force on education of mathematics and science at second level.pdf