We hear a lot about the “maths crisis” in Ireland. Much of it is generated by our relatively low scores in the PISA tests (about which I have tried to sound a caution) but also the results in the Leaving Cert: low numbers getting Honours grades. As an educator in a subject which is somewhat mathematical (& being a bit of a maths-nerd), I am sympathetic to the idea of boosting young people’s maths ability.
This article highlights a recent discussion paper from the National Competitiveness Council which suggests a number of measures to this end including enhanced bonus points for maths in the Leaving Certificate. I haven’t read the report but on the face of it, this seems like a logical step: if you want to encourage something, raise the rewards.
But there is something about bonus points that bothers me. One is that the reward from knowing maths should be intrinsic: its interesting by itself and allows one to do other interesting things like physics and economics. So essentially bonus points are a bribe. If it works then that’s fine, maybe. But what exactly does it mean for this policy to be successful? If the objective is to increase the numbers doing Higher maths at the Leaving Cert’ then this would make sense. This by itself is rather pointless, surely? It is the knock-on effect for third level that is the issue. So what do we expect to happen at third level? If students have to be bribed to do Higher Maths, do we expect them to continue with maths (or related subjects) when they get to university? I doubt it: they are unlikely to forget that they were not really that interested in the subject in the first place. In other words, they will take the bonus points and run – into whatever subjects in university they really want to study. So if the objective is to “build a nation of maths whizzes” then I suggest that this policy is a waste of time. You might say, well, it is a small step in the right direction but there is a danger that it distracts us from the real causes of our low level of mathematical proficiency. I don’t know what they are but I conjecture that it is what goes on in school – rather than at the very end of it- that matters.
One of the nice things about mathematics, is it forces you to be explicit and exact. If we are considering attempts to improve students maths attainment, let us be precise about what we are trying to achieve (and why) so we can see if it works.
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As an aside I was fascinated that the Dublin Institute for Advanced Studies is putting on a calculus course to enhance school leavers’ knowledge of the subject given the reduction in the amount of calculus taught at Leaving Cert level. It is rather worrying that people with some expertise in the subject feel that the maths level in secondary school has been excessively dumbed down.
My question is why are the kids now and in the past getting to that level -leaving cert- as illiterate in mathematics as they are in Irish. Someone is doing something wrong. And for certain it’s not the kids error..
Good question & I agree: we cannot blame the students. It is hard to avoid the suspicion that teaching has a lot to do with it (which is not to say we should “blame” teachers). While it can be difficult to do, I would like to see some experiments to see what might work.
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Unless my memory is playing tricks, I am certain that many of my teachers would not have silently collaborated with what seems to be dumbing down (at third as much as second level, perhaps?).
When I put this point to (a very small sample of) teachers (of economics) they point their fingers accusingly at Parents, who, they say, demand good results for ‘young Johnny’. And, after all, teachers just respond to incentives (they say, being economists I suppose).
Dare I say it: no professional ethos then?
If dumbing down occurs (& I will leave it to others to judge that) then it is presumably at the level of the curriculum. That at least is what the DIAS is suggesting about the Leaving Cert maths. I think it is all about the Project Maths curriculum.
In university my experience is that you will not get hassle for marking easy (or pitching the level of material easier) but you may if you do the opposite. Most people respond to this as you would predict: anything for a quiet life.
I think the bonus points for Maths is not simply a ‘bribe’ but reflects a view in society that maths is inherently ‘harder’ than other subjects. Maybe those of us who like maths need to take a step back and look at this whole issue again. I think we may be too close to it.
Perhaps most people do indeed find maths hard and it’s not just a ‘nurture’ effect but a ‘nature’ effect. Could it be possible that humans have not evolved to think in the abstract way required in mathematics and, therefore, there will always be a relatively small fraction (usually male) of the poulation that will have that innate interest and ability in the subject. I’m beginning to think that we need to focus on that sub-population and make sure they end up in areas where a decent standard in mathematics is actually required. Let’s not lose budding mathematicians, scientists and engineers to medicine and law.