TY - JOUR
T1 - Profiling mathematical procedural and problem-solving skills of undergraduate students following a new mathematics curriculum
AU - Faulkner, Fiona
AU - Breen, Cormac
AU - Prendergast, Mark
AU - Carr, Michael
N1 - Publisher Copyright:
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - In 2010 a mathematics curriculum was introduced in Irish second level schools entitled ‘Project Maths’ (PM). It aimed to refocus second level mathematics teaching and learning away from an over emphasis on procedural mathematics towards problem solving and real understanding [Department of Education and Skills (DES). (2010). Report of the Project Maths implementation support group. https://www.education.ie/en/Publications/Policy-Reports/Report-of-the-Project-Maths-Implementation-Group.pdf]. This paper aims to examine the performance of 1st year undergraduate students’ procedural and problem solving skills after the introduction of PM. A diagnostic test was developed to determine students’ skills in each area and findings demonstrated that students perform statistically significantly better in the procedural skills in mathematics when compared to problem solving skills. These findings raise concerns around the lack of anticipated improved problem solving skills of a cohort of students exposed to this style of teaching and learning. The paper raises discussion surrounding the intended and actual teaching and learning taking place in second level classrooms along with consideration for the potential role of learned helplessness and the literacy issues. Recommendations are made for follow up qualitative research with stakeholders in mathematics education to better understand the ‘why’ of the results presented here.
AB - In 2010 a mathematics curriculum was introduced in Irish second level schools entitled ‘Project Maths’ (PM). It aimed to refocus second level mathematics teaching and learning away from an over emphasis on procedural mathematics towards problem solving and real understanding [Department of Education and Skills (DES). (2010). Report of the Project Maths implementation support group. https://www.education.ie/en/Publications/Policy-Reports/Report-of-the-Project-Maths-Implementation-Group.pdf]. This paper aims to examine the performance of 1st year undergraduate students’ procedural and problem solving skills after the introduction of PM. A diagnostic test was developed to determine students’ skills in each area and findings demonstrated that students perform statistically significantly better in the procedural skills in mathematics when compared to problem solving skills. These findings raise concerns around the lack of anticipated improved problem solving skills of a cohort of students exposed to this style of teaching and learning. The paper raises discussion surrounding the intended and actual teaching and learning taking place in second level classrooms along with consideration for the potential role of learned helplessness and the literacy issues. Recommendations are made for follow up qualitative research with stakeholders in mathematics education to better understand the ‘why’ of the results presented here.
KW - mathematics curriculum
KW - Problem solving skills
KW - procedural skills
KW - trends in performance
UR - http://www.scopus.com/inward/record.url?scp=85113767423&partnerID=8YFLogxK
U2 - 10.1080/0020739X.2021.1953625
DO - 10.1080/0020739X.2021.1953625
M3 - Article
AN - SCOPUS:85113767423
SN - 0020-739X
VL - 54
SP - 220
EP - 249
JO - International Journal of Mathematical Education in Science and Technology
JF - International Journal of Mathematical Education in Science and Technology
IS - 2
ER -