Written answers

Tuesday, 14 February 2012

Department of Education and Skills

School Curriculum

9:00 pm

Photo of Maureen O'SullivanMaureen O'Sullivan (Dublin Central, Independent)
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Question 210: To ask the Minister for Education and Skills if he considers that a study should be carried out on the students from the project maths schools now in third level education on the way they are faring with the mathematical aspects of their courses and the way they compare with students of the old syllabus. [7727/12]

Photo of Ruairi QuinnRuairi Quinn (Minister, Department of Education and Skills; Dublin South East, Labour)
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Project Maths began in all second level schools in September 2010, building on the experiences of 24 Project Schools which started the programme in 2008. This is being supported by a national programme of professional development for teachers which began in 2009, and will continue to at least 2013.

A Project Maths implementation support group, as an industry/education partnership, reported in 2010 on how stakeholders from business, second level and higher education can work together to achieve the objectives of Project Maths. The recommendations of this report are being progressed.

Research has also been commissioned on the impact of Project Maths on student’s attitudes and attainment. In the meantime, the results of the examinations in the 24 Project Maths schools have been published in the leaving certificate in 2010 and 2011, and the junior certificate in 2011. These show an improvement in the proportions scoring grades A,B or C, and fewer students scoring at Grade E, F, N and G.

My Department has produced the national strategy to improve literacy and numeracy among children and young people 2011-20, “Literacy and Numeracy for Learning and Life” which is designed to promote a significant improvement in mathematical skills across primary and second level schools. The strategy sets out a range of integrated actions in regard to helping parents to support their children’s learning, professional development of teachers, expansion of the duration of initial teacher education, and improving school leadership, assessment and school management and review.

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