Improvement in Maths Performance Essential to Irelands Long Term Development

The Minister for Research and Innovation, Sean Sherlock, TD, will tomorrow (Friday, 8th March) tell a major national education conference at the University of Limerick that Irelands long term economic and social progress will depend on significant improvement in mathematical education. Minister Sherlock will point out, Understanding almost any issue requires the problem solving and reasoning skills that are integral parts of a good mathematical education. International evidence points to the most innovative societies being those where students perform well in maths. While Ireland is not performing badly, weve got to aim to ensure that learners at all levels in our education system have a good understanding of maths and how it can be best applied. The event, Why Maths Matters, organised by the Higher Education Authority (HEA), National Council for Curriculum and Assessment (NCCA) and the University of Limerick (UL) is bringing together almost 150 of the countrys leading mathematical thinkers, educators and businesspeople to share experiences and to identify ways in which maths education can be improved as well as forging greater linkages between all levels in the system. The keynote speaker will be Professor Bill Barton of the University of Auckland, New Zealand, one of the worlds leading authorities on mathematical education. Chief Executive of the HEA, Tom Boland will point out that, A HEA study highlighted the very strong link between prior academic achievement in Mathematics and successful progression to the second year of a course in third level. The report showed that the higher the points attainment in Mathematics in the Leaving Certificate examination the more likely it is that the student progressed to the second year of their course of study. Anne Looney, Chief Executive of the NCCA said, The challenge of mathematics education in Ireland is one that stretches from early years education to the post doctoral level and beyond. It's not just about what happens in formal classroom or lecture settings, but in the way we communicate about mathematics and about the study of maths for its own sake - not just because of its importance for economic growth. ENDS