Madam, – So now the Minister for Education encourages universities to accept into programmes (including those requiring and needing mathematics), people who have failed the subject at Leaving Certificate (Front page, May 12th).
Mathematics at present is not an entry requirement for degree programmes in arts, human sciences, law and social science, although perhaps it should be. Six subjects are required to “matriculate” (meet basic entry requirements) in these programmes and normally students enter for seven subjects at Leaving Certificate, with six counting for points.
Mathematics is a specific subject requirement in colleges and faculties such as science, engineering and business, which use and need the subject within their degree programmes.
There is a problem with mathematics at second-level and the way to solve it is known. We need to get many more people fully qualified in maths into teacher training and fully employ many more of them in the schools. The regulations need to be enforced so that only those who have real experience of, and proper academic background in mathematics teach it.
Instead of implementing this solution, the Minister’s proposal would make matters even worse, moreover it would give the impression that something is being done while refusing to make the hard decisions which the real solution requires.
Other side-issues have been raised. For example: the problem is with the syllabi and by changing these and making them more “relevant” everything will be fine. There is nothing basically wrong with the mathematical syllabi and the mathematical examinations of our secondary schools. They have been drawn up by teams of experts of teachers, educators and mathematicians in consultation with other groups over many years. They have been attested to nationally and internationally to be of a very high standard and will stand up to any scrutiny. Naturally the syllabi and examinations should be looked at with changing needs and changing times in mind. But it is the implementation of whatever syllabi by unqualified people that is the major problem.
Then there is another suggestion: give bonus points for Honours Mathematics. This will not solve the problem either. Indeed points are not much of an issue for many people now and people who are not properly motivated and taught by the experts will not take on or keep up honours Maths no matter what bonus points are given. Indeed, the numbers taking honours Maths when bonus points existed is essentially no different than at present.
Many in this country have been willing for far too long to go along with a system where it is accepted that “anyone can teach maths”. An attitude has prevailed that an unqualified person “will be fine” teaching mathematics, particularly at the Junior Cert level, whereas on the contrary, it is at these vital initial stages that a love and grasp of the subject can be obtained.
Because of the many positions now available to Mathematics graduates in the computing, finance, communications, security and elsewhere in which sophisticated mathematical and often abstract techniques and systems are pervasive, fewer mathematics graduates than ever are going into teaching, when in fact many more are now needed.
Other major advanced countries recognised the problem years ago and took major remedial measures towards getting more qualified people in mathematics into the teaching profession. The case for Ireland was made by the Irish mathematical community to the political and our own academic community and other decision makers on numerous occasions going back many years but to no avail.
If something is not done now, we will find ourselves near the bottom of the league and the whole basis of our "knowledge-based" society will have floundered. As a consequence, our whole economy and future will suffer and international confidence in our educational system will wane. Besides the usefulness of the subject, the rigour and logic that goes into mathematics has long been recognised as a fundamental educational tool. Thus strong performance, not failure, in mathematics at all levels is of vital importance for our future, our educational system, our people and our economy. – Yours, etc,