Project Maths Changes in Assessment - Implications Bill Lynch MSSTL Annual Conference, Carlow, 24 th May 2010

2 Phasing of developments  Phased syllabus changes at junior cycle and senior cycle – 5 strands over 3 years 1.Statistics and probability 2.Geometry and trigonometry 3.Number 4.Algebra 5.Functions  Bridging framework to link primary and post-primary mathematics  National roll-out after two years; also phased

3 Schedule of introduction  24 initial schools –Strands 1 and 2 in 2008 –Strands 3 and 4 in 2009 –Strand 5 in 2010  All other schools –Strands 1 and 2 in 2010 –Strands 3 and 4 in 2011 –Strand 5 in 2012

4 Areas of Support for Project Maths  Project Maths Development Team –Resources to support teachers –Resources for student use and research –Web-based materials (  Communication; public awareness; access to information  Collaboration with others –CSO, IIF, ERC –NCE-MSTL

5 Emphasis on understanding and skills  Building on existing knowledge and skills  Progression and continuity; from the concrete to the abstract, from the informal to the formal  Developing learner confidence and competence  Focus on problem-solving skills and strategies  Applying knowledge and skills to familiar and unfamiliar contexts/problems

6 Changes at Leaving Certificate  Curriculum and assessment developments –incremental revisions to syllabuses and assessment –removal of choice on exam papers –structure of the paper (focus on LC-OL) –interim arrangement  Three syllabus levels, FL, OL and HL –uptake target: at least 30% of the cohort at HL –changed emphasis; context, applications

7 Strand 1 – Statistics and Probability Statistics  Statistical reasoning  Finding, collecting, and organising data  Representing data graphically and numerically  Analysing, interpreting and drawing inferences from data Probability  Counting  Concepts of probability  Discrete probability (as relative frequency)  Outcomes of random processes

8 Strand 2 – Geometry and Trigonometry  Synthetic geometry –terms and concepts –constructions, axioms, theorems, corollaries  Co-ordinate geometry  Trigonometry

9 Strand 3 – Number  Topics –Number systems; operations –Indices –Applied arithmetic –Length, area and volume –Sets  Pre-algebra approach –patterns and generalisations; problem-solving strategies –modelling operations

10 Strand 4 – Algebra  Topics –Arithmetic expressions; representations (tables, graphs) –Finding ‘formulae’ –Examining change rates and relations –Algebraic expressions; factors; graphs –Equations and inequalities  Functions-based approach –Representational; transformational –Generalising and justifying

11 Responding to the feedback  Syllabus adjustment –Streamlining –Deferral of learning outcomes –Hypothesis testing  Assessment arrangements –Retention of topics on paper 2 (i.e. those not in S1 or S2) –Interim Paper 2 choice (June 2010) –Weighting between S1 and S2 –Additional draft questions + commentary

12 First ‘new’ examination – June 2010  SEC trial of Sample LC Maths Paper 2 (Oct. ‘09) –adjusted Sample Paper; report on the trialling  Additional questions for strands 1 and 2  Pre-Leaving Certificate (‘mock’) Paper 2 –correction and return of scripts –feedback to teachers

13 First ‘new’ examination – June 2010

14 LC-OL Paper

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22 Q.7 (b) Comment on answering

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37 The square tile ABCD has side of length 1 metre. Two such tiles are to be combined to form a single square. Show how this can be done.

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39 Rearranging the pieces to form another square.

40 Project Maths aims to bring about  Improved understanding of concepts  Ability to apply mathematical knowledge and skills to real-life contexts  Better problem-solving skills  Less reliance on practised routines and predictable questions  Appreciation of mathematics  More discerning students and citizens

41 Information on Project Maths URL: URL: URL: