Ruairi Quinn (Dublin South East, Labour)
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Question 879: To ask the Tánaiste and Minister for Education and Science further to Parliamentary Question No. 242 of 25 March 2010, if her attention has been drawn to concerns from an organisation (details supplied) about the proposed introduction of the Project Maths syllabus into the Senior Cycle in secondary schools from September 2010; if she has considered that it may be premature to make senior cycle students study a new syllabus when they lack the required skills in view of the fact that they will have studied the old maths syllabus at junior cycle; and if she will make a statement on the matter. [14535/10]

Mary Coughlan (Donegal South West, Fianna Fail)
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Project Maths is designed to transform teaching and learning of Mathematics at second level, so that students will develop instrumental understanding (knowing how), relational understanding (knowing why), the ability to apply their knowledge and skills in familiar and unfamiliar contexts, and analytical and creative powers in Mathematics. A key objective is to improve attainment levels in Maths and to encourage more students to take the subject at higher level.

Project Maths began in 24 schools in 2008 and a national programme of professional development is under way for all Maths teachers. Changes are being implemented at junior and senior cycle simultaneously. The programme will cover all the strands of Mathematics on a phased basis. Professional development for teachers will continue to at least 2013. Some €5m is being invested in this area in 2010.

Draft syllabuses are available for Strands 1,2, 3 and 4 of the initiative, and will shortly be available for the final strand. The syllabuses are published on the NCCA website. Strands 1 and 2 will be finalised in the summer in

the light of experience in the project schools, and issued to all schools. Teaching and Learning Plans for these strands and a student handbook to accompany a DVD are available on www.projectmaths.ie

The implementation of Project Maths is not without its challenges and critics. However the approach has the full support of the National Council for Curriculum and Assessment which includes teacher union, subject experts, school management, industry and higher education interests in its decision making structures. It has also been welcomed by the Expert Group on Future Skills Needs, the National Competitiveness Council, and the Innovation Task Force, who have all advised that urgent reform in Mathematics is essential to support a competitive economy in the knowledge society.

Apart from the introduction of Strand 1 Probabilty and Statistics, which is new content for most schools, the changes in the syllabus mainly relate to methodologies which are designed to promote better understanding. To take the concerns on board which have been highlighted during the first year of work in the 24 Project schools, it was agreed that some aspects of content in Strand 1 in senior cycle would be deferred until students have had the opportunity to study the content through junior cycle. However, there is a need to implement the new methodologies in teaching and learning as quickly as possible in order to impact on the maths competence of students who are shortly due to enter higher education and/or the labour market.

It should be noted that the website referred to by the deputy has no connection with the organisation named. My Department is in continuing dialogue with the organisation concerned on the implementation of the initiative. National programmes of professional development have been provided for all teachers on a day release basis this year. This is being supplemented by evening programmes in the network of Education Centres, by on-line resources and a DVD being sent shortly to all teachers on the Strand Probability and Statistics. Funds have also been made available this year to provide intensive programmes aimed at teachers who do not hold a major qualification in mathematics. The investment in professional development will continue on a rolling basis to at least 2013.

I am satisfied that every effort is being made to support teachers in the implementation of this important initiative.

Ruairi Quinn (Dublin South East, Labour)
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Question 880: To ask the Tánaiste and Minister for Education and Science further to Parliamentary Question No. 242 of 25 March 2010, the reason there are an additional five marks awarded for correctly answering a question under the new Project Maths Sample Paper compared to the same question asked in the 2005 Ordinary Level Leaving Certificate maths exam (details supplied); her views on whether that this is a case of grade inflation in the new syllabus; and if she will make a statement on the matter. [14536/10]

Mary Coughlan (Donegal South West, Fianna Fail)
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Marking schemes for examinations run by the State Examinations Commission (SEC) are developed in accordance with the protocols and processes in place for that purpose in the SEC. In that regard, reference is made to A Manual for Drafters, Setters, and Assistant Setters available on the SEC's website, www.examinations.ie

A marking scheme is developed for each examination annually and provides the means by which candidates' answers are assessed accurately and consistently in a given examination in a given year. Marks allocated to a particular question in the marking scheme for any examination may vary from year to year. In allocating marks to a particular question or part of question, regard must be had for the context in which the item is set in a given year, and the role which the item plays in the overall examination in that subject in that year.

Approaches taken to teaching and learning in Project Maths differ from approaches taken to teaching and learning in the current syllabus. As a consequence, the approaches taken to assessment in examinations also differ, and the marks allocated to a particular item on a Project Maths examination paper will not necessarily be the same as the marks allocated to a similar item on an examination paper developed for the current syllabus.