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dc.contributor.creatorTreacy, Páraic
dc.contributor.creatorPrendergast, Mark
dc.contributor.creatorO'Meara, Niamh
dc.date.accessioned2024-02-16T13:58:59Z
dc.date.available2024-02-16T13:58:59Z
dc.date.issued2019-10-21
dc.identifier.citationTreacy, P., Prendergast, M. and O’Meara, N. (2020). A “new normal”: Teachers’ experiences of the day-to-day impact of incentivising the study of advanced mathematics. Research in Mathematics Education, 22(3), 233-248, doi: 10.1080/14794802.2019.1668832en_US
dc.identifier.issn1479-4802
dc.identifier.urihttps://dspace.mic.ul.ie/handle/10395/3302
dc.description.abstractThis article examines teachers’ perspectives of the impact in the classroom of a novel approach to boosting participation in upper secondary (Senior Cycle) mathematics in Ireland at the most advanced level (Higher Level). This approach, termed the Bonus Points Initiative (BPI), is an incentive which has coincided with a gradual increase from 16% to 31.5% in the proportion of student cohorts opting to complete Higher Level Senior Cycle mathematics studies in Ireland between 2012 and 2018. Qualitative and quantitative data for this study was gathered through questionnaire responses from 266 teachers of Higher Level Senior Cycle mathematics across Ireland. Data analysis led to the identification of a number of emerging challenges for teachers, mainly due to widening ranges of attainment in their classrooms. These challenges include addition to workloads, worries that higher attaining students are being neglected, pressure to cover the syllabus, and concerns with regards to pace of instruction.en_US
dc.description.sponsorshipThis work was supported by the Trinity College Dublin’s Arts and Social Sciences Benefactions Fund.en_US
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofseriesResearch in Mathematics Education;22(3)
dc.subjectAdvanced secondary mathematicsen_US
dc.subjectIncentivesen_US
dc.subjectClassroom practiceen_US
dc.subjectMathematics participationen_US
dc.titleA ‘new normal’: Teachers’ experiences of the day-to-day impact of incentivising the study of advanced mathematicsen_US
dc.typeArticleen_US
dc.type.supercollectionmic_published_revieweden_US
dc.description.versionYesen_US
dc.identifier.doi10.1080/14794802.2019.1668832


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