Leaving Cert: higher level maths paper:Yesterday's higher level maths Paper 1 posed few problems for students, sticking close to the syllabus and "inside the box".
Only one in four Leaving Cert students took the higher maths paper which tested basic concepts and "followed predicted lines".
"Overall a very fair paper, with most questions following predicted lines, especially algebra and complex numbers," said Aidan Roantree, head of maths at the Institute of Education in Dublin. "Differentiation questions were also without incident. However, the integration question contained a couple of new ideas. Induction appeared in question four for the first time."
Bríd Griffin of the TUI lamented how honours students were hemmed in by the word "hence" which was used on four separate occasions.
"When a question opens with the term 'hence' it means that the student is obliged to continue using the same methodology as the previous question," said Ms Griffin, who teaches at the Carlow Institute of Further Education. This does not allow students the freedom to find a solution using another approach. The whole idea of higher maths is that students should be free to think outside the box, to come to a solution creatively."
Ms Griffin maintained that any student who came to a solution using a different methodology should be rewarded, despite the restrictive wording of some of yesterday's questions.
Eileen Scanlon of the ASTI regarded the paper as well laid out, offering an accessible A grade for the strong student and a fair chance at a C for the average higher-level student. The part Cs, designed to test the strongest candidates, were much easier than last year, she said.
A feature of yesterday's paper broadly welcomed by teachers was use of the terms "verify" and "show" in many questions.
"By asking students to show their methods and verify their answers, we get to see how the students are thinking mathematically, and it gives strong students a chance to show what they can do," said Ms Griffin.
Some students expressed concern about the section on integration. The question on complex numbers was straightforward this year. One student remarked: "I was looking for the trick in the question but there wasn't one."
Some commentators have criticised the higher maths exam for failing to engage strong students in problem solving and independent mathematical thinking.
The subject is currently under review although it is not known when the National Council for Curriculum and Assessment is intending to publish a new syllabus.
The objective of the redesign is to bring both higher and ordinary maths into line with the thrust of the primary curriculum, which emphasises problem solving and independent thinking skills.
