Barry Ward (Dún Laoghaire, Fine Gael)
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415. To ask the Minister for Education and Skills if her attention has been drawn to the trend in mathematics performance results (details supplied); the actions she will take to address these concerns; and if she will make a statement on the matter. [25174/25]

Helen McEntee (Meath East, Fine Gael)
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I am aware of the publication of the TIMMS results last December, which show that Ireland's fourth class and second year students were significantly above the international average. This level of performance has remained stable over the last three cycles of TIMMS despite the interruptions to learning caused by Covid-19 school closures.

These performances reflect the hard work of our school communities and the significant efforts being made to improve educational outcomes which include the development of a new Literacy, Numeracy and Digital Literacy Strategy, curricular review and redevelopment at primary and post-primary level, the STEM Education Policy Statement and the Digital Strategy for Schools.

While the overall performance levels are high, there is room for improvement in the area of algebra. The new primary mathematics curriculum, introduced in 2023, should have a positive impact. Added to this, the Learning Outcomes based approach at Junior Cycle should facilitate teachers in taking a differentiated approach with students (and to focus in particular on girls who have performed less well than boys) and support them to address relative weaknesses in algebra, geometry and measurement and reasoning.

In relation to PISA, despite above average performance in mathematics, Ireland has average or below average proportions of higher-achieving students indicating a challenge remains in supporting students to maximise their potential at the highest levels of proficiency in these areas. The Department is currently developing a suitable approach of policy and practice for students who are exceptionally able or gifted. Actions undertaken include commissioning bespoke research on international best practice, consulting with relevant stakeholders (such as the Inspectorate, NCSE, OIDE, and parents of exceptionally able students), and running new initiatives in a number of schools and education centres.

The 2015 Junior Cycle Framework incorporates a modernised curriculum across all subjects and a balanced range of assessment modes, that more appropriately addresses the needs of students in the 21st century. It provides students with learning opportunities that strike a better balance between learning knowledge and developing a wide range of skills and thinking abilities. Due to the cancellation of Junior Cycle examinations in 2020 and 2021 in response to the Covid-19 pandemic, 2022 was the first year in which all subjects were examined under the Junior Cycle Framework. Hence, while the Junior Cycle Mathematics specification was implemented in 2018, it was examined for the first time in 2022.

While the Junior Cycle Framework is in the relatively early stages of its implementation, the reception and impact of the new courses being studied, and their assessment, is under review and evaluation. Am Early Enactment Review of Mathematics, along with other Phase 4 subjects, was conducted from November 2023 to February 2024 and the subsequent report was published in September 2024. More broadly, the University of Limerick was commissioned by the NCCA to carry out a longitudinal study, Evaluating the implementation and impact of the introduction of the Framework for Junior Cycle in Irish post-primary schools. Interim reports were published in October 2022, April 2023, May 2024 and November 2024 and a final report is being considered by the NCCA Council. The findings of this research can inform continued improvement in the Junior Cycle experience.