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Abstract
The phenomenon in which students enter university under-prepared for the mathematical demands of their undergraduate courses, regularly referred to as the ‘Maths Problem’, has been widely reported in Ireland, UK, Australia, and the US. This issue has been of particular concern in Ireland recently, with beginning undergraduates’ performance of basic mathematical skills showing signs of significant decline in recent years. New mathematics curricula, commonly referred to as ‘Project Maths’, were gradually introduced into the Irish secondary school education system from 2010 onwards. These new curricula aim to place greater emphasis on student understanding of mathematical concepts, use of contexts, and applications of mathematics. This study analyses, through mathematics diagnostic test data gathered between 2008 and 2014, the change in the basic mathematical skills of beginning undergraduates over the time period in which the new mathematics curricula were introduced to secondary education in Ireland. It was found that students’ basic mathematical skills have declined over the time period during which the new mathematics curricula were introduced. Significant declines in beginning undergraduates’ performance of basic mathematical skills were observed during the period 2008–2014, particularly among students who have achieved Higher Level C grades and Higher Level D grades.
Notes on contributors
Dr Páraic Treacy is a lecturer in Teacher education at the University of Derby in the UK. He previously coordinated the Mathematics Learning Centre at the University of Limerick while also assuming the role of lecturer in service mathematics and mathematics pedagogy modules. His research interests include integrating mathematics with other subjects to enhance learning; applications of mathematics; problem-based learning; and student transition from second level mathematics to third level mathematics study.
Dr Fiona Faulkner is a mathematics lecturer on a foundation programme for adult and international students in the Dublin Institute of Technology. Her research interests include Mathematics diagnostic testing; the ‘Maths Problem’; out of field teaching and Continuous Professional Development; mathematics education for access, international and engineering students; and teaching Mathematics for Understanding.
Dr Mark Prendergast is an Assistant Professor in Mathematics Education at Trinity College Dublin. His research interests include effective teaching of mathematics; teaching and learning algebra at second level; promoting interest in mathematics; mathematics support for students at third level; the importance of literacy skills in learning mathematics.
ORCID
Páraic Treacy http://orcid.org/0000-0002-6447-1798
Mark Prendergast http://orcid.org/0000-0002-1766-7421