Simon Harris (Wicklow, Fine Gael)
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Question 133: To ask the Minister for Education and Skills the thought process behind the adoption of the project maths model for all junior certificate and leaving certificate students and if he will make clear the implementation costs of project maths, including the costs of the new syllabi, teacher training materials, days and cover; and if he will make a statement on the matter. [10420/11]

Simon Harris (Wicklow, Fine Gael)
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Question 134: To ask the Minister for Education and Skills if his attention has been drawn to the considerable difficulties the new project maths syllabus poses to students with learning difficulties, in view of the verbose nature of proposed examination questions. [10421/11]

Ruairi Quinn (Dublin South East, Labour)
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I propose to take Questions Nos. 133 and 134 together.

Project Maths is designed to encourage better understanding of mathematics, to reinforce its practical relevance to everyday life, and to ensure better curriculum continuity across the system. A key objective is to improve attainment levels in Maths and to encourage more students to take the subject at higher level. The reforms are being implemented on the recommendations of the National Council for Curriculum and Assessment and build on research on international practice, which was published in 2006 by the NCCA (International Trends in Post Primary Mathematics Education - Perspectives on Learning Teaching and Assessment). There are particular concerns that Irish students' performance in OECD PISA (Programme for International Student Assessment) is not in keeping with the needs of the knowledge society, and that students find particular difficulty in applying mathematical concepts in non familiar contexts.

Project Maths has been widely welcomed by the partners in education, the Expert Group on Future Skills Needs, the National Competitiveness Council, Engineers Ireland, the Task Force on Innovation, and by higher education and industry interests. Improving understanding of and attainment in mathematics is a critical part of the strategy to promote Ireland as a smart economy Project Maths is being implemented on a phased basis over a three period across 5 strands of mathematics as follows:- Phase 1: Strand 1 - Statistics and Probability + Strand 2 - Geometry and Trigonometry Phase 2: Strand 1+2+ Strand 3 - Number + Strand 4 - Algebra Phase 3: Strand 1+2+3+4+ Strand 5 - Functions Strands 1 and 2 began in all schools in September 2010 for first examination in 2012 at Leaving Certificate and 2013 at Junior Certificate. Strands 3 and 4 will begin in 2011, and strand 5 will start in 2012. The programme builds on the experiences of 24 schools which started the initiative in September 2008.

Examinations in Mathematics continue to be offered at three levels in the system - Ordinary, Higher and Foundation levels, designed to meet the diverse needs of the student population. Given that a key objective is for students to be able to apply mathematical understanding and concepts in familiar and unfamiliar contexts, the format of questions sets out greater detail on the nature of the problem to be addressed, and questions are more "wordy" than heretofore as a consequence. However, every effort is being made to keep the language at a level appropriate to the age of students and the level being studied.

With regard to costs for the programme of professional development, the table below includes average salary and team costs, the cost of seminars and professional development events for some 6000 teachers, the cost of administrative support, the development of materials etc.

Year 2008 Year 2009 Year 2010 Year 2011

€386,058 €1,757,620 €2,163,104 €2,321,157

The costs shown above exclude substitution costs, and the additional costs of post graduate programmes for teachers who need intensive support.

The Department proposes to tender for these courses shortly. Since 2010, up to €2m per year has been made available for substitution costs for teachers attending professional development events in school time. Substitution is claimed by schools on a needs basis and the drawdown for this area of expenditure varies in accordance with school needs at any given time.

Costs for the next 2 years are expected to be similar to those for 2011. Costs for further years of the project will be determined at a later date, following consideration of any further requirements for professional development support at that time, and the available resources.