Dr. Ciarán Mac an Bhaird:

That is my opinion on the mathematics problem.

In terms of the interaction with other levels, we have done one thing. We have not done it with primary schools, although perhaps we have in local areas, but at secondary school level, Bill Lynch of Project Maths last year asked us to give the team a list of the most common problems we were encountering with students in first year. We carried out a quick survey of our colleagues across the country on the topics with which they were having issues. A training session was held in Drumcondra with the people who were going out to do the training sessions for Project Maths with the teachers. I and a colleague from Letterkenny went through the common issues we have and as a result they went to the schools to tell the teachers. That is one small part.

Many of us also provide the mathematics support model for secondary schools as well. It is only on a small basis, but we do some support. That ties in a little with the question asked by Senator Jim D'Arcy as to whether these students were not capable and needed the support to get through. Personally, I find it is a confidence issue. I recall one student who started. She has now finished her degree but she repeated her leaving certificate to get an ordinary level D3. She then did a degree in mathematics and got a 2.1. The first year was probably torture for me because she did not believe. She thought that this was her level and did not believe. She just was not approaching it in the right way. The big issue is that students struggle with mathematics. It is said in the media that mathematics is difficult. It is always in media. As soon as there is bad news about mathematics it is publicised; the good news is never publicised. However, soon this student realised that getting things wrong in mathematics is key. One thinks that if one is good mathematics, it is because one is smart. Of course, I agree with that completely but the point is that students who struggle with mathematics would not see that people who are so-called good at it get it wrong all the time. The issue is how they react to getting in wrong. It is like how we learn anything in life - we try it, we fail and we fail better. That is the idea with mathematics support. We try to get the students to the point where they realise the process. In my experience - I am sure it is the same for my colleagues - once one gets them to this point the more motivated ones begin to become more independent. They actually come in to show one the work they have got wrong and to discuss it. This is the key, from that point of view.

The question of whether there is an end in sight has already been addressed. On the competencies that are lacking, key skills is the main issue. I take on board the point about fractions. I understand it. Personally, I would ban calculators. That is my opinion but I know my colleagues will not do that.