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dc.contributor.creatorTreacy, Páraic
dc.date.accessioned2024-02-20T09:24:40Z
dc.date.available2024-02-20T09:24:40Z
dc.date.issued2017-08-22
dc.identifier.citationTreacy, P. (2018) Incentivizing advanced mathematics study at upper secondary level: the case of bonus points in Ireland, International Journal of Mathematical Education in Science and Technology, 49:3, 417-436, DOI: 10.1080/0020739X.2017.1366558en_US
dc.identifier.issn0020-739X
dc.identifier.urihttps://dspace.mic.ul.ie/handle/10395/3307
dc.description.abstractSecondary 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.en_US
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofseries49;3
dc.subjectMathematics educationen_US
dc.subjectIncentivesen_US
dc.subjectMotivationen_US
dc.subjectCurriculum changeen_US
dc.subjectMathematics examinationsen_US
dc.titleIncentivising advanced mathematics study at upper secondary level: the case of bonus points in Irelanden_US
dc.typeArticleen_US
dc.type.supercollectionall_mic_researchen_US
dc.type.supercollectionmic_published_revieweden_US
dc.description.versionYesen_US
dc.identifier.doi10.1080/0020739X.2017.1366558


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