Incentivizing advanced mathematics study at upper secondary level: the case of bonus points in Ireland

References

• The Royal Society. Vision for science and mathematics education. London: The Royal Society; 2014.
   Google Scholar
• Honey M, Pearson G, Schweingruber H. STEM integration in K-12 education: status, prospects, and an agenda for research. Washington (DC): National Academies Press; 2014.
   Google Scholar
• Hunt C. National strategy for higher education to 2030. Dublin: Department of Education and Skills; 2011.
   Google Scholar
• Hughes B, Rubenstein H. Mathematics and statistics: critical skills for Australia's future. The national strategic review of mathematical sciences research in Australia. Canberra: Australian Academy of Science; 2006.
   Google Scholar
• Vorderman C, Porkess R, Budd C, et al. A world-class mathematics education for all our young people. London: The Conservative Party; 2011.
   Google Scholar
• Noyes A, Adkins M. Studying advanced mathematics in England: findings from a survey of student choices and attitudes. Res Math Educ. 2016;18:231–48.
   Web of Science ®Google Scholar
• Brown M, Brown P, Bibby T. “I would rather die”: reasons given by 16-year-olds for not continuing their study of mathematics. Res Math Educ. 2008;10:3–18.
   Google Scholar
• National Council for Curriculum and Assessment (NCCA). Project maths – Information for schools 2008. Available from: http://www.ncca.ie/uploadedfiles/mathsreview/pmaths_en.pdf
   Google Scholar
• Department of Education and Skills (DES). Report of the project maths implementation support group. Dublin: Department of Education and Skills (DES); 2010.
   Google Scholar
• Oldham E. The culture of mathematics education in the republic of Ireland: keeping the faith? Irish Educ Stud. 2001;20:266–277.
   Google Scholar
• National Council for Curriculum and Assessment (NCCA). Project maths: responding to current debate. Dublin: National Council for Curriculum and Assessment (NCCA); 2012.
   Google Scholar
• Grannell J, Barry P, Cronin M, et al. Interim report on project maths. Cork: University College Cork; 2011.
   Google Scholar
• Jeffes J, Jones E, Cunningham R, et al. Research into the impact of project maths on student achievement, learning and motivation: final report. Slough: National Foundation for Educational Research; 2013. p. 1–72.
   Google Scholar
• State Examinations Commission (SEC). State examinations statistics. Published: State Examinations Commission (SEC). 2016. Available from: https://www.examinations.ie/statistics/
   Google Scholar
• Department of Education and Skills (DES). Literacy and numeracy for learning and life: the national strategy to improve literacy and numeracy among children and young people, 2011-2020. Dublin: Department of Education and Skills; 2011.
   Google Scholar
• Hayes K. Minister may review leaving cert maths bonus points. The Irish Times; 2015 Aug 12.
   Google Scholar
• Treacy P, Faulkner F, Prendergast M. Analysing the correlation between secondary mathematics curriculum change and trends in beginning undergraduates’ performance of basic mathematical skills in Ireland. Irish Educational Studies. 2016;35:381–401.
   Web of Science ®Google Scholar
• Treacy P, Faulkner F. Trends in basic mathematical competencies of beginning undergraduates in Ireland, 2003–2013. Int J Math Educ Sci Technol. 2015;46:1182–1196.
   Web of Science ®Google Scholar
• Hannula MS. Motivation in mathematics: goals reflected in emotions. Educ Stud Math. 2006;63:165–178.
   Google Scholar
• Murayama K, Pekrun R, Lichtenfeld S, et al. Predicting long‐term growth in students' mathematics achievement: the unique contributions of motivation and cognitive strategies. Child Dev. 2013;84:1475–1490.
   PubMed Web of Science ®Google Scholar
• Middleton JA, Spanias PA. Motivation for achievement in mathematics: findings, generalizations, and criticisms of the research. J Res Math Education. 1999;30:65–88.
   Web of Science ®Google Scholar
• Hodgen J, Marks R, Pepper D. Towards universal participation in post-16 mathematics: lessons from high-performing countries. London: The Nuffield Foundation. 2013;
   Google Scholar
• Ryan RM, Connell JP. Perceived locus of causality and internalization: examining reasons for acting in two domains. J PersonalSoc Psychol. 1989;57:749–761.
   PubMed Web of Science ®Google Scholar
• Sternberg RJ, Wagner RK. Mind in context: interactionist perspectives on human intelligence. New York (NY): Cambridge University Press; 1994.
   Google Scholar
• Deci E, Ryan R. Intrinsic motivation and self-determination in human behavior. New York (NY): Plenum; 1985.
   Google Scholar
• Lepper MR. Motivational considerations in the study of instruction. Cogn Instruct. 1988;5:289–309.
   Web of Science ®Google Scholar
• Norton S. Mathematics engagement in an Australian lower secondary school. J Curr Stud. 2017;49:169–190.
   Web of Science ®Google Scholar
• Tang L. Beyond intrinsic and extrinsic motivation: internalized extrinsic motivation in the promotion of learning among primary school students. Paper presented at the annual meeting of the International Communication Association; 2005 May 29; New York City (NY).
   Google Scholar
• Zhu Y, Leung FK. Motivation and achievement: is there an East Asian model? Int J of Sci Math Educ. 2011;9:1189–1212.
   Web of Science ®Google Scholar
• Universities Admissions Centre. Frequently asked questions about the ATAR: universities admissions centre. 2016 [ cited 2016 28/6/16]. Available from: http://www.uac.edu.au/ documents/atar/ATAR-FAQs.pdf
   Google Scholar
• Queensland Tertiary Admissions Centre. Assistance schemes 2017 [cited 2017 28/6/17]. Available from: http://www.qtac.edu.au/applications/application-resources/assistance-schemes.
   Google Scholar
• South Australian Tertiary Admission Centre. Universities bonus schemes 2017 [cited 2017 28/6/17]. Available from: http://www.satac.edu.au/universities-bonus-schemes.
   Google Scholar
• Gravé-Lazi L. Universities to offer incentives for high level mathematics matriculation exam. The Jerusalem Post; 2015 Dec 20.
   Google Scholar
• Skop Y. Bennett launches plan to boost math study numbers. Haaretz; 2015 Aug 31.
   Google Scholar
• Cohen L, Manion L, Morrison K. Research methods in education. 7th ed. London: Routledge; 2013.
   Google Scholar
• Faulkner F. An analysis of performance in mathematics for technology undergraduates and an investigation of teaching interventions for these students [unpublished thesis]. Limerick: University of Limerick; 2012.
   Google Scholar
• Gill O, O'Donoghue J, Faulkner F, et al. Trends in performance of science and technology students (1997–2008) in Ireland. Int J Math Educ Sci Technol. 2010;41:323–339.
   Google Scholar
• Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3:77–101.
   Google Scholar
• Faulkner F, Hannigan A, Gill O. Trends in the mathematical competency of university entrants in Ireland by leaving certificate mathematics grade. Teach Math Appl. 2010;29:76–93.
   Google Scholar
• State Examinations Commission (SEC). Setting and maintaining standards in the state examinations [cited 2016 5th December]. Available from: https://www.examinations.ie/misc-doc/BI-AU-67246950.pdf
   Google Scholar