Conor Lenihan (Dublin South West, Fianna Fail)

It is estimated that over 65% of those teaching mathematics have mathematics as a major qualification in their degree. This figure is deduced by applying the number of mathematics teachers registered with the Teaching Council in February 2010, that is, 4,005, to the estimated number of mathematics teachers in second level schools, which is 5,900. Once recruited into a school, the deployment of a teacher to subjects and teaching duties is a matter for decision by the school authorities.

I am aware of the recent report prepared by the University of Limerick on out-of-field teaching in mathematics which showed that in a study of 51 schools, 48% of teachers in the study did not have a major teaching qualification in mathematics. All but one were fully qualified as teachers. Those not qualified in mathematics held science, commerce, business or concurrent teacher education degrees.

The study showed that 30% of students in the 51 schools were taught by a teacher without a major qualification in mathematics. There were no teachers without a mathematics qualification teaching at higher level in the leaving certificate classes, and only 4.5% and 3% respectively taught at higher level in the second and third years of junior cycle. The study did not undertake any analysis of the teaching approaches used by the respondents or associate the data in any way with student performance.

The deployment of teachers to subjects which are not part of their major qualification is also a feature of education systems in other jurisdictions.

Some €5 million is being invested in professional development for mathematics teachers in 2010, building on a €3 million investment in 2009, as part of the implementation of Project Maths in second level schools. The programme of professional development for teachers will continue to at least 2013. Up-skilling teachers through postgraduate programmes will form a major element of the implementation of Project Maths and funds for intensive programmes have been provided in 2010 to begin this process. A particular target for intensive courses will be those teaching mathematics who do not hold a major qualification in the subject.

In addition to this, the Teaching Council will be examining the recent research report on the out-of-field teaching of mathematics and will work with the other educational interest groups in developing appropriate responses to the issues raised.

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