Is there a point? Teachers’ perceptions of a policy incentivizing the study of advanced mathematics

ABSTRACT

A growing body of international research has highlighted the importance of students studying mathematics at an advanced level. In Ireland, the subject has been assigned a special status with the introduction of an education policy called the Bonus Points Initiative (BPI) in 2012. Students are now awarded an extra 25 points in their final State examination results if they achieve ≥40% in advanced/Higher Level (HL) mathematics. This incentive has had a noticeable impact and the numbers opting for HL mathematics in the final State examination have increased from 15.8% in 2011 to 32.9% in 2019. While this is undoubtedly a positive development, there has been little research about any knock-on effects regarding the teaching and learning of the subject. This article examines HL mathematics teachers’ (n = 266) perceptions of the BPI. The findings reveal many mixed opinions with more teachers (46%) agreeing with the initiative than disagreeing (27%), recognizing advantages such as increasing numbers and rewarding students. However, issues perceived by teachers such as questionable student motivation and the negative impact on the pace of lessons appear to be key reasons for a majority of teachers recommending a review (56%) or discontinuation (23%) of the initiative.

KEYWORDS:

• Education policy
• mathematics education
• incentives
• teachers’ perceptions

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the 'Arts and Social Sciences Benefactions Fund' from Trinity College Dublin.

Notes on contributors

Mark Prendergast

Dr Mark Prendergast is a Senior Lecturer in Education at the School of Education in the University College Cork. He is a qualified secondary level mathematics teacher and completed his PhD in Mathematics Education in the University of Limerick in 2011. His research interests include mathematics education, teacher education, and working with non-traditional students.

Niamh O’Meara

Dr Niamh O’Meara is a Lecturer in Mathematics Education in the University of Limerick. Niamh is based in EPI*STEM, the national centre for STEM education. She is a qualified mathematics teacher and her research interests include teacher knowledge, curricular issues in mathematics education, and improving attitudes and performance in mathematics.

Paraic Treacy

Dr Páraic Treacy is an Assistant Professor in Mathematics Education.  His qualifications include a PhD in Mathematics Education, B. Sc. in Physical Education and Mathematics, and a Senior Fellowship of the HEA (UK).  His research interests include integrating mathematics with other subjects to enhance learning; mathematics curriculum change; and student transition from second level mathematics study to third level mathematics study.