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Project Maths Changes in Assessment - Implications. Bill Lynch MSSTL Annual Conference, Carlow, 24 th May 2010. Phasing of developments. Phased syllabus changes at junior cycle and senior cycle – 5 strands over 3 years Statistics and probability Geometry and trigonometry Number Algebra

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project maths changes in assessment implications

Project MathsChanges in Assessment - Implications

Bill Lynch

MSSTL Annual Conference, Carlow, 24th May 2010

phasing of developments
Phasing of developments
  • Phased syllabus changes at junior cycle and senior cycle – 5 strands over 3 years
    • Statistics and probability
    • Geometry and trigonometry
    • Number
    • Algebra
    • Functions
  • Bridging framework to link primary and post-primary mathematics
  • National roll-out after two years; also phased
schedule of introduction
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
areas of support for project maths
Areas of Support for Project Maths
  • Project Maths Development Team
    • Resources to support teachers
    • Resources for student use and research
    • Web-based materials (www.projectmaths.ie)
  • Communication; public awareness; access to information
  • Collaboration with others
    • CSO, IIF, ERC
    • NCE-MSTL
emphasis on understanding and skills
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
changes at leaving certificate
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
strand 1 statistics and probability
Strand 1 – Statistics and Probability

Probability

  • Counting
  • Concepts of probability
  • Discrete probability (as relative frequency)
  • Outcomes of random processes

Statistics

  • Statistical reasoning
  • Finding, collecting, and organising data
  • Representing data graphically and numerically
  • Analysing, interpreting and drawing inferences from data
strand 2 geometry and trigonometry
Strand 2 – Geometry and Trigonometry
  • Synthetic geometry
    • terms and concepts
    • constructions, axioms, theorems, corollaries
  • Co-ordinate geometry
  • Trigonometry
strand 3 number
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
strand 4 algebra
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
responding to the feedback
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
first new examination june 2010
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
slide37
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project maths aims to bring about
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
information on project maths
Information on Project Maths

URL: www.ncca.ie/projectmaths

URL: www.projectmaths.ie

URL: www.examinations.ie

Email: bill.lynch@ncca.ie