In the past, Maths teachers were comprised of
(1) Mathematics graduates
(2) Mathematically-related graduates (mostly Physics graduates) but mostly whatever was available (mostly Biology/Chemistry graduates)
Over 20 years ago, Mathematics graduates with an interest in teaching wanted to be a lecturer and not a secondary school teacher as it was seen as too much about enforcing discipline, or they were attracted by the financial or technology sector. So the many potentially good Maths teachers were not entering in the Maths H.Dip in Education and other graduates filled the void.
The educationists’ solution:
Let the colleges offer a sub-Pass Mathematics course for less able students (yet call it an Honours course, so as not to deter prospective undergraduates), and say it’s the perfect course for to become a Maths (read: core subject) teacher:
Mathematical Studies
• UCD (name was changed to “Mathematics”)
• UCC
• NUIM
• NUIG
Today, Maths teachers are comprised of
(0) Mathematics graduates
(1) ‘Mathematical Studies’ graduates
(2) Mathematically-related graduates (mostly Physics graduates) but mostly whatever is available (mostly Biology/Chemistry graduates)
Nearly all recently graduated Maths teachers are not fully able to teach Mathematics to Leaving Cert Higher Level.
The educationists’ solution:
Project Maths
Project Maths Studies
Instead of a Mathematics degree whether through Science or Arts, the de facto “Maths” degree for teaching is ‘Mathematical Studies’.
There is a consensus that no one was benefiting from the maths curriculum and a syllabus which attempts to get students to like maths, by increasing “understanding” and showing students how maths relates to their everyday lives could only improve the situation:
- It isn’t really possible to do well in maths by rote learning (although most students try, due to receiving inadequate instruction), which is why so few undertake Higher Level Leaving Cert Maths. Understanding the material is essential for Maths. The idea that “understanding” can be incorporated into a syllabus is disingenuous. Proper instruction is necessary. Instead, the syllabus has been made easier which makes the syllabus easier to understand (thus encouraging better understanding).
- Any attempts to present maths as relevant to student’s everyday lives will inevitably appear forced and contrived.
The old Maths syllabus was at the level that is required for students wishing to study Mathematics at 3rd level (and other maths-related courses as well). I believe that a terminal 2nd level exam in Maths should adequately prepare students who want to study Maths at 3rd level.
In the past, many Maths graduates became Maths teachers, and as a result, we had a comprehensive Leaving Cert Maths course. Nowadays, graduates with Maths skills have lots more employment options, which is why more students would like to become good at Maths but ironically, hardly any such graduates go into teaching anymore. We need the right teachers to inspire the next generation of students.
Ignorance is Strength
The report by researchers in the “National Centre for Excellence in Mathematics and Science Teaching and Learning” says that younger teachers are less likely to be qualified than older teachers so the situation will not improve over time without intervention by appropriate agencies, and yet says nothing about the quality of teachers coming out of the universities.
For the last few decades, extremely few Maths graduates have become teachers. This is what needs to be tackled. ‘Mathematical Studies’ + ‘Project Maths’ (worse teachers + easier ‘Leaving Cert’) is certainly not the solution.
(If the points for a certain NUI PME (Professional Master of Education) were 45, a ‘Mathematical Studies’ graduate with 66% would get the PME while the Honours Mathematics graduate with 65% would not.)
The authors of the report counted ‘Mathematical Studies’ as Mathematics. Either they are oblivious to declining standards or tacitly approve of them.
History of Maths (hover over link)
The B.A. in Mathematics and Education would not produce a graduate with the same level of Mathematics as the B.A. Joint Honours in Mathematics and another subject.
Project Maths = less maths intensive syllabus + professional development for teachers
Project Maths involves removing sections of the course to be replaced with a more thorough introduction to Statistics, group work and anything remotely relevant to fill out the time.
The UK realised they had a maths teaching crisis in 2000. In response, Simon Singh and Hugh Mason founded the Undergraduate Ambassadors Scheme.
(This scheme was copied by UCD, except instead of encouraging Mathematics undergraduates into teaching, they are encouraging ‘Mathematical Studies’ undergraduates; such is the delusion of Irish educationists.)
Many years later, the UK government was criticised for doing nothing, so the main maths teaching associations brought in a Chartered Mathematics Teacher designation.
The quality of an education system cannot exceed the quality of its teachers
James Joyce: Ireland is the old sow that eats her farrow.
An Inconspicuous Truth
| Less maths graduates enter teaching profession | High standards for maths teachers secretly considered unattainable: Mathematical Studies | Maths teachers are unable to teach LCHL Maths and it is neither practicable nor desirable to have high standards. ⇒ Project Maths |
Project Dumb Down Maths 