Trends in the mathematical competency of university entrants in Ireland by leaving certificate mathematics grade

Faulkner, Fiona; Hannigan, Ailish; Gill, Olivia

doi:10.1093/teamat/hrq002

Cited by 22 publications

(18 citation statements)

References 11 publications

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“…This is especially true when analysing the performance of students who had previously achieved C2 and C3 grades at higher level in the leaving certificate, and A1, A2, and B2 grades at ordinary level in the leaving certificate. These findings are surprising, given that Faulkner et al [19] completed similar analysis of this database for the years 1998-2008 and found no evidence of varying diagnostic test performance per leaving certificate mathematics grade. She concluded that the 'Leaving Certificate Examination is awarding the same grade for a similar average level of mathematical ability as it was ten years ago.…”

Section: Comparison Of Students With Similar Leaving Certificate Mathmentioning

confidence: 80%

“…Taking into account these findings, one would expect that students from each cohort analysed between 2003 and 2013 would perform the basic mathematical skills tested through the previously outlined diagnostic test at similar levels. This expectation was largely due to the conclusion drawn by Faulkner et al [19] that students entering UL with particular leaving certificate mathematics grades performed to a similar level in the diagnostic test between 1998 and 2008. However, such consistency in performance was not present when the data gathered between 2003 and 2013 were analysed.…”

Section: Profiling Beginning Undergraduates' Mathematical Backgroundsmentioning

confidence: 96%

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Trends in basic mathematical competencies of beginning undergraduates in Ireland, 2003–2013

Treacy

Faulkner²

2015

International Journal of Mathematical Education in Science and

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Deficiencies in beginning undergraduate students' basic mathematical skills has been an issue of concern in higher education, particularly in the past 15 years. This issue has been tracked and analysed in a number of universities in Ireland and internationally through student scores recorded in mathematics diagnostic tests. Students beginning their science-based and technology-based undergraduate courses in the University of Limerick have had their basic mathematics skills tested without any prior warning through a 40 question diagnostic test during their initial service mathematics lecture since 1998. Data gathered through this diagnostic test have been recorded in a database kept at the university and explored to track trends in mathematical competency of these beginning undergraduates. This paper details findings surrounding an analysis of the database between 2003 and 2013, outlining changes in mathematical competencies of these beginning undergraduates in an attempt to determine reasons for such changes. The analysis found that the proportion of students tested through this diagnostic test that are predicted to be at risk of failing their service mathematics end-of-semester examinations has increased significantly between 2003 and 2013. Furthermore, when students' performance in secondary level mathematics was controlled, it was determined that the performance of beginning undergraduates in 2013 was statistically significantly below that of the performance of the beginning undergraduates recorded 10 years previously.

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Section: Comparison Of Students With Similar Leaving Certificate Mathmentioning

confidence: 80%

Section: Profiling Beginning Undergraduates' Mathematical Backgroundsmentioning

confidence: 96%

Trends in basic mathematical competencies of beginning undergraduates in Ireland, 2003–2013

Treacy

Faulkner²

2015

International Journal of Mathematical Education in Science and

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“…However, given that these factors have previously been explored, both in a range of other studies (e.g. Faulkner et al 2016;Faulkner et al 2010), as well as in a general report on this study (O'Sullivan et al 2014), the focus of this paper will be the differences in engagement based on gender.…”

Section: Engagement With Mathematics Supportmentioning

confidence: 97%

Gender Differences in the Level of Engagement with Mathematics Support in Higher Education in Ireland

Fhloinn

Fitzmaurice

Bhaird

et al. 2016

Int. J. Res. Undergrad. Math. Ed.

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Over the past couple of decades, mathematics support centres have become widespread in higher education, most notably in Ireland, the U.K. and Australia. These centres generally offer a range of free support services to students who feel they need additional help with their mathematics modules. A major large-scale survey of first-year higher education students was undertaken in Ireland to ascertain students' evaluation of mathematics support. There were significant differences in self-reported attendance between male and female students, with a binary logistic regression model showing that female students were almost two and a half times more likely to engage with mathematics support than male students, while controlling for other factors such as prior mathematical achievement, degree, and institution attended. In this paper, the engagement levels of 1633 students with mathematics support across nine Higher Education Institutes are analysed. The reasons given by both genders for either using or not using the services provided across a range of disciplines and higher education institutes are explored, with the aim of ensuring that the optimum support is provided to all students who may need such help.

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“…Much of this concern has focused on the longstanding mathematical under-preparedness of incoming third level students, as issue which is regularly referred to as the 'Maths Problem' (Howson et al, 1995). This phenomenon in which students are under-prepared for the mathematical demands of their undergraduate course, dates back many decades and has been reported in countries such as Ireland (Cleary, 2007;Faulkner et al, 2010), the U.K. (Edwards, 1995;Lawson, 2003), and more recently Portugal (Carr et al, 2015). The 'Maths Problem' is characterised by beginning undergraduates displaying a lack of basic mathematical skills, as well as fragmented understanding, inadequate concept knowledge, and an inability to successfully solve mathematical problems (Rylands & Coady, 2009;Gill, O'Donoghue, Faulkner, Hannigan, 2010).…”

Section: Introductionmentioning

confidence: 94%

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

Prendergast

Faulkner²,

Breen³

et al. 2017

Teaching Mathematics Applications

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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.

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Trends in the mathematical competency of university entrants in Ireland by leaving certificate mathematics grade

Cited by 22 publications

References 11 publications

Trends in basic mathematical competencies of beginning undergraduates in Ireland, 2003–2013

Trends in basic mathematical competencies of beginning undergraduates in Ireland, 2003–2013

Gender Differences in the Level of Engagement with Mathematics Support in Higher Education in Ireland

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

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