Seán Crowe (Dublin South West, Sinn Fein)
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Question 588: To ask the Minister for Education and Science when the recommendations from the National Council for Curriculum and Assessment review of maths teaching at second level will be made public. [5692/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The National Council for Curriculum and Assessment, NCCA, has just completed a consultation process around mathematics in post-primary education and is preparing a report which will contain recommendations to address the issues identified. The NCCA plans to publish this report in April on its website at www.ncca.ie.

Seán Crowe (Dublin South West, Sinn Fein)
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Question 589: To ask the Minister for Education and Science if her attention has been drawn to the concerns being expressed in the teaching sector regarding the new maths being taught in schools here which has been described as abstract and may be alienating pupils; and her views on whether a more practical syllabus would result in more students taking honours maths. [5693/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I am assuming that the Deputy is referring to mathematics at post-primary level since teachers, in the review carried out by the National Council for Curriculum and Assessment, NCCA, in 2003-04, expressed high levels of satisfaction with the mathematics curriculum which was introduced to primary schools in 1999.

I am aware of the broad range of concerns expressed by teachers, and many others, about mathematics in post-primary education. These are outlined in detail in the discussion paper which was published by the NCCA as the basis for the consultation stage of the review which it is carrying out.

My view is that revising our post-primary syllabuses in mathematics is likely to be a powerful lever in addressing issues such as increasing the numbers of students who take higher level mathematics. Internationally, current trends in mathematics education include more emphasis on problem solving and applications in real-life contexts and I do believe we must move in this direction. However, the extent to which we do so must be determined by the particular needs of our students, the vast majority of whom will study the subject to the end of senior cycle and who require skills, understandings and attitudes to mathematics that will prepare them for life, further study and the world of work.

I look forward to receiving the NCCA's report on its review in April which will advise me further.