Madam, - Your Editorial "Adding value to maths and science" (August 15th) rightly highlights the worrying number of students failing and low numbers achieving high grades in Leaving Cert mathematics. However, this is not just an economic concern about producing science and engineering graduates, but more importantly may indicate a broader literacy problem in key areas of mathematical reasoning.
Our democracy needs citizens equipped with numeracy skills. Many contentious decisions facing our country, as illustrated by your paper's Head2Head column, require an ability to evaluate quantitative arguments critically. Issues of crime and social justice are frequently discussed using statistics. Important life decisions, from medical to financial, require an understanding of maths.
It is important than any review of the Leaving Certificate curriculum takes these wider issues into consideration and does not just focus on preparing students for work. - Yours, etc,
DAMIEN RAFTERY, Ballinabranna, Carlow.
Madam, - The Minister for Education is concerned about the poor performance of Leaving Cert students in mathematics and science. I suggest that the first action the Minister takes is to review the progress in implementing the recommendations of the Task Force on Physical Sciences, published in 2002. Tinkering around with bonus points does not address the underlying reasons for the poor performance.
Mathematics was excluded from the terms of reference of the task force, and whilst it is not, admittedly, a physical science, its exclusion was a real blunder. We all need to learn from experience (including our mistakes). - Yours, etc,
W GRIMSON, Rathgar, Dublin 6.
Madam, - Congratulations to all those who received good results in their Leaving Cert. If the experience of previous years prevails, the media will focus nearly exclusively on those who had success. In the interest of balance I would ask your paper to also include coverage of those who did badly.
In 1982, the moment I looked at my Leaving Cert results I felt as if I had been punched in the stomach. I left school as a very young 17-year-old with no real idea what I wanted to do at a time of economic recession. Five years later I started an evening course that led me to a professional qualification.
So, my advice to anyone who feels they did badly is: You are not alone; there are thousands of others who did not do as well as they would like. Take the rest of the month off. Then, some time in early September, check the evening courses that are available and consider learning about something that you like, rather than something that you have been told you have to learn. - Yours, etc,
JOE DEEGAN, Rathfarnham, Dublin 14.
Madam, - For Leaving Cert students disappointed with their results, let me offer hope with my story. In 1994 I failed English in the Leaving Cert, leaving me ineligible for most third-level courses. My points amounted to a mere 280. Five years later, I was conferred with an honours degree from the University of Dublin. Another two years after this I completed a master's degree at Dublin City University and have been teaching on a degree course in the Dublin Institute of Technology.
However, I have never repeated the Leaving Cert. I have never achieved a pass mark in Leaving Certificate English or an equivalent exam in English. - Yours, etc,
KARL TYRRELL, Annfield Drive, Dublin 15.
Madam, - I am writing this letter on the day when many young people throughout the country have received their Leaving Certificate results. I have spent the day listening to news reports about the poor standards in maths and science subjects and I have been dismayed at some people's eagerness to point their fingers at teachers and the curriculum. I believe the downturn in exam results is due to the continuing destruction of childhood.
In modern Ireland young people are under increasing pressure from their peers and from the popular media to grow up faster. A child who in past years might have studied hard for an exam or paid attention in school is nowadays found texting friends during class and working part-time to pay for a social lifestyle that he or she thinks is needed in order to be happy. These are further symptoms of a society in which schools are seen as free childcare by parents who see children as another accessory of life.
In my opinion, exam results would improve greatly if students were under less pressure to become active members of our modern consumer society and if more parents took an active role in their child's education rather than leaving it in the hands of others. - Yours, etc,
ALAN BRUCE, Blessington, Co Wicklow.