Willie Penrose (Westmeath, Labour)
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Question 44: To ask the Minister for Education and Science the action she will take to address the high rates of failure in maths and sciences in the leaving certificate; and if she will make a statement on the matter. [27660/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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In 2005, in leaving certificate mathematics, some 12% or 4,413 students scored less than grade D at ordinary level, while at foundation level, 7.7% or 428 candidates scored less than grade D.

In physics, chemistry and biology at ordinary level, the proportions scoring less than grade D were 11.4%, 12% and 18.5%, respectively. While these results are broadly in line with previous years, they are a cause of concern especially as skills in maths and science are assuming increasing importance in our knowledge society.

A review of mathematics in post-primary education is under way. The National Council for Curriculum and Assessment, NCCA, has published a discussion paper which highlights key concerns such as the low participation levels at higher level, the high proportions scoring less than grade D at ordinary level, reported difficulties among students in third level in grasping mathematical concepts, the dominance of didactic approaches in mathematics classrooms, over-emphasis on learning by rote, and excessive reliance on textbooks. The discussion paper features a debate on approaches to mathematics teaching and learning, including changing international trends regarding the focus on problem solving, modelling, real life contexts and "realistic mathematics education".

The discussion paper is being distributed to schools in order to get the feedback of the wider teaching cohort. The NCCA will also engage in wider consultations with national interests, including employers on this issue. In addition, research has been commissioned by the NCCA on international trends in mathematics in upper second level education. This is being undertaken by UCC in collaboration the National Science Foundation in Washington. I expect the NCCA's report on this comprehensive review of mathematics early 2006.

In regard to science, the revised syllabus in junior certificate science will be examined for the first time in 2006. The syllabus represents very significant changes particularly in relation to teaching methodology and assessment. It also reflects international trends towards a more investigative approach to science education. It places new emphasis on practical and project work, requiring 30 practical experiments and investigations to be presented for assessment, accounting for 35% of the total marks in the junior certificate examination. The reforms will make science more attractive, and build the foundations which will enhance performance and encourage students to continue the subject at senior cycle.

In response to the NCCA's proposals for senior cycle reform, I have asked the NCCA to engage in a review and reconfiguration of subjects generally within the leaving certificate. Mathematics and science subjects will be given particular priority in the rollout of this process, building on the work of the mathematics review, and ensuring appropriate continuity in the science subjects from junior cycle.

My Department is committed to prioritising actions to bring about improvements in the standards of student achievement in mathematics and science.