PROJECT MATHS IN IRELAND: THE EFFECT ON INTERNATIONAL STUDENTS

Abstract

Project Maths is an ambitious reform of Irish post-primary education. It involves changes to what students learn in mathematics, how they learn it and how they will be assessed. There is a much greater emphasis placed on student understanding of mathematical concepts, with increased use of contexts and applications that will enable students to relate mathematics to their everyday experiences. The assessment reflects the different emphasis on problem solving and applications in the teaching and learning of mathematics and there is a much greater emphasis on reading and understanding the problems. Hence there is a greater emphasis on student’s English language proficiency. This study aims to investigate the effect of Project Maths on International students studying in Ireland who do not speak English as their first language.

 

Keywords

• Project maths,international students,language and mathematics

References

1. Central Applications Office (CAO) [online], available: www.cao.ie [accessed April 2014]. Cosgrove, J., Perkins, R., Shiel, G., Fish, R., & McGuinness, L. (2012). Teaching and Leaning in Project Maths: Insights from Teachers who Participated in PISA 2012, Dublin: Educational research Centre. Department of Education and Skills (2010a). Report of the Project Maths Implementation Support Group, Dublin: Department of Education and Skills. Department of Education and Skills (2010b). Investing in Global Relationships – Irelands International Education Strategy 2010 – 15, Report of the High-Level Group on International Education to the Tánaiste and Minister for Education and Skills, Dublin: Department of Education and Skills. Ellerton, N.F. and Clarkson, P.C. (1996). Language factors in mathematics teaching and learning, in A.J. Bishop et al (Eds.) International handbook of mathematics education (pp. 987-1033). The Netherlands: Kluwer Academic Publishers. Expert Group on Future Skills Needs (2008). Statement on Raising National Mathematical Achievement, Dublin: EGFSN. Gorgorió, N. and Planas, N. (2001). ‘Teaching mathematics in multilingual classrooms’, Educational Studies in Mathematics, 47(1), pp.7-33. Hoosain, R. (1991). Psycholinguistic Implications for Linguistic Relativity: A Case Study of Chinese. Hillsdale, NJ: Lawrence Erlbaum. Hunt, C. (2011). National Strategy for Higher Education to 2030 - Report of the Strategy Group, Dublin: Department of Education and Skills. International English Language Testing Score (IELTS) [online], available: www.ielts.org [accessed April 2014]. Jeffes, J., Jones, E., Wilson, M., Lamont, E., Straw, S., Wheater, R. and Dawson, A. (2013). Research into the impact of Project Maths on student achievement, learning and motivation: final report. Slough: NFER. Lyons, M., Lynch, K., Close, S., Sheerin, E. and Boland, P. (2003). Inside Classrooms- The Teaching and Learning of Mathematics in the Social Context, Dublin: Institute of Public Administration. Morgan C. and Morris, G. (1999) Good Teaching and Learning: Pupils and Teachers Speak, London: Open University Press. National Council for Curriculum and Assessment (2005a). Review of Mathematics in Post – Primary Education, Department of Education and Science, Dublin: The Stationary Office. National Council for Curriculum and Assessment (2005b). International Trends in Post – Primary Mathematics Education [online], available: http://www.ncca.ie/uploadedfiles/mathsreview/intpaperoct.pdf [accessed March 2014]. Perkins, R., Shiel, G., Merriman, B., Cosgrove, J. and Morgan, G. (2013). Learning for Life: The Achievements of 15 year olds on Mathematics, Reading Literacy and Science in PISA 2103, Dublin: Educational Research Centre. Prendergast, M. and O’Donoghue, J. (2014). ‘‘Students enjoyed and talked about the classes in the corridors’: pedagogical framework promoting interest in algebra’, International Journal of Mathematical Education in Science and Technology (IJMEST) [online] available: http://www.tandfonline.com/doi/full/10.1080/0020739X.2013.877603. Sawir, E. (2005). Language Difficulties of International Students in Australia: The Effects of Prior Learning Experience. International Education Journal, 6(5), 567-580. Smith, B. O and Ennis, R. H. (1961). Language and concepts. Chicago: Rand McNally & company. State Examinations Commission (SEC) [online], available: www.examinations.ie [accessed April 2014]. Zevenbergen, R. (2001). Changing contexts in tertiary mathematics: implications for diversity and equity, in D. Holton (Ed.) The Teaching and Learning of Mathematics at University Level, An ICMI Study. Dordrecht, The Netherlands: Kluwer Academic Publishers.