Mind the gap: an initial analysis of the transition of a second level curriculum reform to higher education

Abstract

This paper details an initial analysis of the transition of a second level curriculum reform to higher education in Ireland. The reform entitled 'Project Maths' involved changes to what second level students learn in mathematics, how they learn it and how they are assessed. Changes were rolled out nationally on a phased basis in September 2010. Students who were taught and assessed through the new curriculum first entered third level education in September 2012. It is important that third level mathematics lecturers are aware of the changes to the curriculum since certain topics such as vectors and matrices are no longer taught at second level. Hence third level courses may need to be adapted accordingly. This study investigates mathematics lecturers' awareness of Project Maths and whether they have made any adaptions to their course content, teaching and assessment approaches as a result of the new curriculum being introduced. The findings, from a return rate of 23% of eligible respondents, show that although many lecturers are mindful of the concept of Project Maths, they are not aware of the changes in full and how it affects their own course content, teaching and assessment strategies. Accordingly, the gap between second and third level education remains. This study highlights that more needs to be done to ensure there is coherent and uniform approaches to the teaching, learning and assessment of mathematics in the transition from second to third level education.

Measuring the mathematical problem solving and procedural skills of students in an Irish higher education institution – A pilot study

“…The last decade has seen significant changes to mathematics education at second level in Ireland with the introduction of a new mathematics curriculum entitled 'Project Maths' (PM) being rolled out on a phased basis since 2010 (Prendergast et al, 2017). This change to mathematics education in Ireland was brought about with the intention of engaging students with problem solving activities which would elicit real understanding of mathematical content and promote engagement with the mathematical content being addressed in the classroom.…”

“…Additional research carried out by Prendergast et al, (2017) looked into lecturers' perceptions of the change, if any, in students' mathematical performances post the new curriculum in secondary school being introduced. The findings noted that lecturers' perceived students procedural skills to be getting progressively weaker on entry.…”

“…Some preliminary research has been carried out into the impact, if any, that this mathematics curriculum is having on students mathematics performance which have suggested that students' procedural skills are declining year on year however their problem solving skills may have improved (Treacy and Faulkner 2015). Additional research in this area also highlighted that students willingness to engage in problem solving activities may have improved (Prendergast et al 2017). However preliminary analysis on the impact of the reformed mathematics curriculum, if any, on students' performance in higher education noted that further research was needed in this area to definitively establish what is happening.…”

Investigating secondary students beliefs about mathematical problem-solving

“…In this study, the mean score for the Understanding of Concepts IMB scale was 22.71 out of 30, the second highest scoring scale. Given that one of the main aims of the reformed Irish curriculum is to place greater emphasis on student understanding of mathematical concepts [42,43], this should be regarded as a positive finding.…”

Essential Concepts for the First Year of Study for BSc Mathematics

“…Questions may be raised about the efficiency and depth of the previously discussed curriculum, when considering the importance of concepts behind proof and calculus (Prendergast et al, 2017), and the changing standards of assessment at A-level. For example, Epstein (2013) notes that assigning work based on derivations of formulae and justifications thereof, rather than algebraic drills, has proven to greatly improve students' understanding of the topic of calculus, and demonstrated benefits for students who have continued into tertiary study.…”