Measuring the mathematical problem solving and procedural skills of students in an Irish higher education institution – A pilot study

Fiona Faulkner 1 * , Cormac Breen 2, Mark Prendergast 3, Michael Carr 4
More Detail
1 School of Hospitality, Tourism and Management, Technological University Dublin, Dublin, Ireland
2 School of Mathematical Sciences, Technological University Dublin, Dublin, Ireland
3 School of Education, University College Cork, Ireland
4 School of Multidisciplinary Technologies, Technological University Dublin, Dublin, Ireland
* Corresponding Author
EUR J SCI MATH ED, Volume 8, Issue 2, pp. 92-106. https://doi.org/10.30935/scimath/9549
OPEN ACCESS   1580 Views   1335 Downloads
Download Full Text (PDF)

ABSTRACT

In 2010 the Irish second level mathematics curriculum underwent a period of significant change when a new mathematics curriculum was introduced. Some preliminary research has been carried out into the impact, if any, that this mathematics curriculum is having on students mathematics performance which have suggested that students’ procedural skills are declining year on year however their problem solving skills may have improved (Treacy and Faulkner 2015). Additional research in this area also highlighted that students willingness to engage in problem solving activities may have improved (Prendergast et al 2017). However preliminary analysis on the impact of the reformed mathematics curriculum, if any, on students’ performance in higher education noted that further research was needed in this area to definitively establish what is happening. This research therefore aims to explicitly determine whether the procedural and problem solving skills of beginning undergraduates are changing over time as a result of the reformed mathematics curriculum introduced in second level education. A paper based diagnostic test designed and developed is used in an attempt to determine this. This paper will detail the piloting of this diagnostic test with a group of higher education students in the Irish context.

CITATION

Faulkner, F., Breen, C., Prendergast, M., & Carr, M. (2020). Measuring the mathematical problem solving and procedural skills of students in an Irish higher education institution – A pilot study. European Journal of Science and Mathematics Education, 8(2), 92-106. https://doi.org/10.30935/scimath/9549

REFERENCES

  • ACT., (2006). Ready for College and Ready for Work: Same or Different? Iowa: American College Tests, INC.
  • American Society of Engineering Education., (1994). The Green Report: Engineering education for a changing world. ASEE, Washington DC, (1994).
  • Citizen Information Board., (2014) “Third level courses for mature students”http://www.citizensinformation.ie/en/education/third_level_education/applying_to_college/third_level_courses_for_mature_students.html, (accessed 2nd February 2018)
  • CBI., (2006). Working with the Three Rs: Employers’ Priorities for Functional Skills in Mathematics and English. London: DfES.
  • Faulkner, F., Gill, O., and Hannigan, A., (2014).The role of prior mathematics experience in predicting mathematics performance in higher education, International Journal in Mathematics Education in Science and Technology, 45(5),648-667.
  • Faulkner, F., Hannigan, A., and Gill,O., (2010). Trends in the mathematical competency of university entrants in Ireland by leaving certificate grade. Teaching mathematics and its Applications, 29(2), 76-93.
  • Gill, O.,O’Donoghue, J., Hannigan, A., and Faulkner, F., (2010). Trends in Performance of Science and Technology Students (1997-2008) in Ireland. International Journal of Mathematical Education in Science and Technology, 41(3), 323-339.
  • Hourigan, M., and O’Donoghue, J., (2007). Mathematical under-preparedness: the influence of the pre-tertiary mathematics experience on students’ ability to make a successful transition to tertiary level mathematics courses in Ireland. International Journal of Mathematical Education in Science and Technology, 38, 461-476.
  • Humphreys, J., (2015). Ireland ranks 15th in global league table for maths, science: The Irish Times.
  • Irish Business and Employers’ Confederation., (IBEC) (2015). Entrepreneurial education Policy recommendations to deliver the skills needed for the workplace of the future, Dublin.
  • Jones, I., Swan, M., and Pollitt, A., (2014).Assessing mathematical problem solving using comparative judgement.International Journal of Science and Mathematics Education,13 (1), 151-177.
  • Kilpatrick, J., (1969). Problem Solving in Mathematics: Review of Educational Research,Science and Mathematics Education, 39(4), 523-534.
  • Lawson, D., (1997). What can we expect from A-Level students? Teaching Mathematics and its Applications, 16, 151–156.
  • Malcolm, R. K., and McCoy, P., (2007). Evaluation of numeracy skills in first year pharmacy undergraduates 1999–2005. Pharmacy Education: International Journal of Pharmacy Education, 7, 53–59.
  • McClure, L., (2013). Problem Solving and the New Curriculum: Stage: 1 and 2’, NRICH Enriching maths.
  • Mills, J.E., and Treagust, D.F., (2003). Engineering Education, Is Problem-Based or Project-Based Learning the Answer. Australasian Journal of Engineering Education, 3(2),2-16.
  • NCETM., (2009). Mathematics Matters: Final Report. London: National Centre for Excellence in the Teaching of Mathematics.
  • OECD., (2009a). PISA 2009 Results: Learning Trends: Changes in Student Performance Since 2000 (Volume V). Paris: OECD Publishing.
  • OECD.,(2009b). PISA 2009 Assessment Framework: Key Competencies in Reading, Mathematics and Science. Paris: OECD Publishing.
  • OECD., (2014). PISA 2012 Technical Report: Test Design and Test Development. PISA, OECD publishing, Paris.
  • Perkins, D., (1993).Teaching for Understanding.The Professional Journal of the American Federation of Teachers, 17(3), pp. 8,28-35.
  • Polya, G. (1945). How to Solve It. Princeton: University Press.
  • Prendergast, M., Faulkner, F., Breen, C. &Carr., M. (2017). Mind the Gap: An Initial Analysis of the Transition of a Second Level Curriculum Reform to Higher Education. Teaching Mathematics and its Applications, In-press.
  • Prendergast, M., andO’Donoghue,J., (2014). Students enjoyed and talked about the classes in the corridors’: pedagogical framework promoting interest in algebra. International Journal of Mathematical Education in Science and Technology, 45(6), 795-812.
  • QCA., (2008). National Curriculum for England 2008. London: Qualifications and Curriculum Authority.
  • Rocard, M., (2007). Science Education Now: A Renewed Pedagogy for the Future of Europe. Brussels: European Commission (Technical Report No. EUR22845). Retrieved from http://ec.europa.eu/research/science-society/document_library/pdf_06/report-rocardon-science-education_en.pdf
  • Schoenfeld, A.H., (1992.).Learning to think mathematically: problem solving, metacognition and sense-making in mathematics. In D.Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning (pp. 334-370). New York: MacMillan.
  • Soh, C. K., (2008). An overview of mathematics education in Singapore. In Z. Usiskin and E. Willmore (Ed.), Mathematics Curriculum in Pacific Rim Countries (pp. 23-36). Mississippi: Information Age Publishing.
  • Toner, P., (2011).Workforce Skills and Innovation (OECD Education Working Papers). Paris: Organisation for Economic Co-operation and Development.
  • Treacy, P., and Faulkner, F., (2015). Trends in Basic Mathematical Competencies of Beginning Undergraduates in Ireland, 2003-2013. International Journal of Mathematical Education in Science and Technology,46(8), 1182-1196.
  • Treilibs, V., (1979). Formulation Processes in Mathematical Modelling. Unpublished MPhil, University of Nottingham, Nottingham.
  • Vordermann, C., Porkess, R.., Budd, C., Dunne, R.., and Rahman-Hart, P., (2011). A WorldClass Mathematics Education for All Our Young People. London: The Conservative Party.
  • Walport, M.., Goodfellow, J., McLoughlin, F., Post, M., Sjøvoll, J., Taylor, M., &Waboso, D., (2010). Science and Mathematics Secondary Education for the 21st Century: Report of the Science and Learning Expert Group. London: Department for Business, Industry and Skills