A “new normal”: Teachers’ experiences of the day-to-day impact of incentivising the study of advanced mathematics

ABSTRACT

This article examines teachers’ perspectives of the impact in the classroom of a novel approach to boosting participation in upper secondary (Senior Cycle) mathematics in Ireland at the most advanced level (Higher Level). This approach, termed the Bonus Points Initiative (BPI), is an incentive which has coincided with a gradual increase from 16% to 31.5% in the proportion of student cohorts opting to complete Higher Level Senior Cycle mathematics studies in Ireland between 2012 and 2018. Qualitative and quantitative data for this study was gathered through questionnaire responses from 266 teachers of Higher Level Senior Cycle mathematics across Ireland. Data analysis led to the identification of a number of emerging challenges for teachers, mainly due to widening ranges of attainment in their classrooms. These challenges include addition to workloads, worries that higher attaining students are being neglected, pressure to cover the syllabus, and concerns with regards to pace of instruction.

KEYWORDS:

• Advanced secondary mathematics
• incentives
• classroom practice
• mathematics participation

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 Schools in Ireland are given various different designations. Secondary schools are privately owned and managed while under the trusteeship of religious communities, boards of governors or individuals. Secondary schools typically receive a range of government grants and subsidies. Vocational schools and Community colleges are owned and run by local Education Training Boards. Vocational schools and Community colleges are managed by boards of management which typically comprise of parent, teacher, and community representatives. These schools are largely financed by the Department of Education and Skills. Comprehensive schools are managed by boards of management which typically comprise of parent, teacher, and community representatives. These schools are financed entirely by the Department of Education and Skills.

Additional information

Funding

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