Mary Immaculate Research RepositoryThe MIRR digital repository system captures, stores, indexes, preserves, and distributes digital research material.https://dspace.mic.ul.ie:4432024-03-03T10:07:26Z2024-03-03T10:07:26ZIntegrating mathematics and science in secondary classroomshttps://dspace.mic.ul.ie/handle/10395/33102024-02-21T03:02:06Z2018-06-01T00:00:00ZIntegrating mathematics and science in secondary classrooms
This theoretical paper discusses the value of integrating mathematics and science in the secondary classroom, understanding gained from previous studies in this field, and the means by which lessons of this nature can be effectively designed. Attempts to integrate mathematics and science in the classroom often encounter barriers such as the rigid nature of the school timetable, deficiencies in teacher knowledge of their non-specialist subject, and lack of instructional materials, amongst other issues. A model for integrating mathematics and science in the secondary classroom is presented here which aims to account for these barriers. It is argued that this model will also provide opportunities for students to retrieve previously learned material and explore key concepts from both disciplines in tandem, thereby strengthening retention and understanding. Application of this model should also allow for the development of students’ problem-solving skills and the facilitation of meaningful applications of mathematics to other disciplines.
2018-06-01T00:00:00ZA conceptual framework for integrating mathematics and science in the secondary classroomhttps://dspace.mic.ul.ie/handle/10395/33092024-02-21T03:02:22Z2021-06-14T00:00:00ZA conceptual framework for integrating mathematics and science in the secondary classroom
This article presents a theoretical model for integrating mathematics and science in the secondary classroom. This model, Authentic Integration of Mathematics and Science (AIMS), promotes engagement with rich tasks which combine topics from mathematics and science to enable enhanced learning through structured inquiry, dialogue, and application of knowledge and skills from both subjects to relatable tasks. It is argued that this model will provide opportunities for students to retrieve previously learned material and explore key concepts from both disciplines in tandem, thereby strengthening retention and understanding. Application of this model should also support the enhancement of students’ problem-solving skills and the facilitation of meaningful applications of mathematics to other disciplines in a sustainable manner. Attempts to integrate mathematics and science in the classroom are widely recommended but often encounter barriers such as deficiencies in teacher knowledge of their non-specialist subject, the inflexible nature of school timetables, and a dearth of instructional materials, amongst other issues. Lesson study is proposed as an effective means for operationalising the AIMS model and providing a framework which accounts for these barriers and allows for consistent implementation in tandem with single-subject instruction.
2021-06-14T00:00:00ZThe role of expectancy-value theory in upper secondary level students’ decisions to avoid the study of advanced mathematicshttps://dspace.mic.ul.ie/handle/10395/33082024-02-21T03:00:50Z2023-04-25T00:00:00ZThe role of expectancy-value theory in upper secondary level students’ decisions to avoid the study of advanced mathematics
Widening and increasing participation in advanced mathematics studies at upper secondary level (age 16-18) is a significant challenge for most education systems. Policy makers in Ireland have attempted to address this challenge over the past decade by introducing an incentive to encourage students to study advanced mathematics. This study examines the reasons why students, who would appear to have sufficient prior achievement to enable them to engage in advanced mathematics studies at Upper Secondary Level, opted not to do so even with the presence of this incentive. Responses to questionnaires completed by 183 students in 10 secondary schools across Ireland were analysed. This analysis indicated that these students tended to avoid engaging in advanced mathematics study at upper secondary level for a range of reasons. Most cited the expectation that they would struggle or had struggled too much with advanced mathematics. Other commonly cited reasons included the amount of time and effort required to engage effectively in the study of advanced mathematics and the impact this would have on time available to study other subjects.
2023-04-25T00:00:00ZIncentivising advanced mathematics study at upper secondary level: the case of bonus points in Ireland.https://dspace.mic.ul.ie/handle/10395/33072024-02-21T03:01:17Z2017-08-22T00:00:00ZIncentivising advanced mathematics study at upper secondary level: the case of bonus points in Ireland.
Secondary level mathematics education in Ireland has recently experienced a period of significant change with the introduction of new curricula and the addition of an incentive to study upper secondary mathematics at the most advanced level (Higher Level). This incentive, typically referred to as ‘bonus points’, appears to have aided a significant increase in the number of students studying upper secondary mathematics at Higher Level. However, thematic analysis of interviews with experienced upper secondary mathematics examiners and exploration of mathematics diagnostic test data outlined in this paper suggest that the difficulty of the Higher Level upper secondary mathematics final examination in Ireland has reduced since the introduction of the bonus points initiative. The sharp increase in students attempting this examination coupled with a policy of maintaining a consistent proportion of students achieving passing grades was identified as a key reason for this possible reduction in standards.
2017-08-22T00:00:00Z