Mathematics Department

Mathematics Department Staff 

Ms. Samantha Boyle     Ms.Virginia Shanahan-Desmond     Mr. David Kellett     Ms. Michelle Doherty     Ms. Christine Kelly     

Mr. Josep Ballester     Ms. Mary Kelly     Ms. Aisling Kirwan

Grouping of Pupils (Mixed ability & Streaming):

First Years are in mixed ability classes according to their class group.

All other years are streamed into Higher and Ordinary level classes.

Student Access to Subject / Level:

All classes are mixed ability in First Year and students follow a Common Introductory Course (CIC). At the end of first year students are divided into Higher and Ordinary Level depending on their level of achievement throughout the year and the end of year exam.

Students in consultation with Teachers, Parents/Guardians and the Career Guidance teacher will select the level at which they wish to study mathematics. This will be reassessed at regular intervals by means of reporting, parent-teacher meetings and contact with parents where necessary.

Ideally all students studying Higher Level at Leaving Cert should have taken Higher Level at Junior Cert; however this is not always possible especially where students have come from another school or country.

Variety of Resources/Availability of ICT Resources

There are a variety of mathematical resources available for use in Mathematics classes including

Algebra Tiles, Clinometers, Show Me Boards, Class and board Geometry sets, Probability Kits,   Playing cards, Dice, Folding Geometric Shapes

Each classroom has a data projector with interactivity and there is an Interactive Whiteboard in the Maths Room. This provides access to the Internet and teacher resources.

A variety of Dynamic Geometry is available in the Computer Room including Geometer’s Sketchpad, GeoGebra.

Each teacher has access to Mathematical Resources via the teachers shared folder including:

• Over 600 PowerPoint presentations
• Interactive Posters from Daydream
• Resources created by the Maths dept. members

There are also a growing number of non-text book mathematics books in the library.

Examples include:          The Code Book, Fermat’s Last Theorem

Men of Mathematics, The Number Devil,

Junior Certificate Mathematics

Aims:

The aim of junior cycle mathematics is to provide relevant and challenging opportunities for all students to become mathematically proficient so that they can cope with the mathematical challenges of daily life and enable them to continue their study of mathematics in senior cycle and beyond. In this specification, mathematical proficiency is conceptualised not as a one-dimensional trait but as having five interconnected and interwoven components:

• conceptual understanding—comprehension of mathematical concepts, operations, and relations
• procedural fluency—skill in carrying out procedures flexibly, accurately, efficiently, and appropriately
• strategic competence—ability to formulate, represent, and solve mathematical problems in both familiar and unfamiliar contexts
• adaptive reasoning—capacity for logical thought, reflection, explanation, justification and communication
• productive disposition—habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence, perseverance and one’s own efficacy.

The Exam:

Both levels will sit a two-hour exam that takes in all aspects of the Junior Cycle strands. The exam is worth 90% of their result and the Assessment Task is worth 10% (completed in school prior to the exam).

Junior Cycle:

• Introduced in 2018 across the country. Maths was one of the later subjects to change to the New Junior Cycle system.
• It is based on 4 strands with a unifying strand crossing through them all.
• The Key Skills of the Junior Cycle are embedded in the Mathematic curriculum along with the relevant statements of Learning (SOL 1, 14, 15, 16, 17, 18 and 24)
• Student complete two Classroom Based Assessments as part of their Mathematics course. The first one (in 2^nd year) involved the problem solving cycle and the second CBA (in 3^rd year) is a statistical investigation.
• Students will complete a reflective Assessment Task in class based on their experience with CBA2. This AT is worth 10% of their overall result.
• Recommended that the Junior Cycle course is 240 hours of study.

Leaving Certificate Mathematics

Aims:

Leaving Certificate mathematics aims to develop knowledge, skills and understanding needed for continuing education, life and work. By teaching mathematics in contexts that allow learners to see connections within mathematics, between mathematics and other subjects, and between mathematics and its applications to real life, it is envisaged that learners will develop a flexible, disciplined way of thinking and the enthusiasm to search for creative solutions.

The Exam:

Students at Higher and Ordinary Level sit two papers in Mathematics. Foundation Level students sit one paper.

Paper 1 (2 hours 30 mins)           Number, Algebra, Functions

Paper 2 (2 hours 30 mins)           Probability & Statistics, Geometry & Trigonometry

Project Maths

• Based on 5 strands – Number, Algebra, Functions, Probability & Statistics and Geometry & Trigonometry
• Within each strand the Ordinary Level Syllabus is a subset of the Higher Level Syllabus
• It is recommended that the Leaving Certificate course is 180 hours of study
• Problem-Solving is a large part of course
• Different emphasis in teaching and learning
• Exam is not predictable
• Answers are to be written on the exam paper at every level
• Encourage more students to take Higher Level
• 25 CAO points for any passing grade at Honours Leaving Cert

Mathematics in Transition Year

Mathematics in Transition year is not part of the Leaving Cert course but will enable the student to bridge any gaps which may exist from the Junior Cycle and ensure they have a thorough knowledge of the basic requirements for the Leaving Cert course.

In transition year students can expect to undertake study in the following areas:

• Trigonometry & Geometry
• Statistics & Probability
• Algebra
• Cryptography

They will however take a different approach to that normally taken in exam classes.

Homework is assigned on a regular basis with an exam at the end of each module.

Students are expected to complete various projects throughout the year e.g.

• Study a famous Mathematician
• Write a questionnaire and complete a survey
• Outdoor Trigonometry Assignment

Participation in the John Hooper Medal for Statistics Poster Competition is compulsory in Transition Year.

The emphasis in class is on Group Work, Use of relevant software for Geometry, Hands-on-Maths and realizing the importance of mathematics in all aspects of our lives.

Extra-Curricular and Co-Curricular Activities

The Mathematics Department endeavors to foster an enjoyment of Mathematics in all of our students.

Students of Mathematics are involved in as many activities related to Mathematics as possible.

Some of the competitions in which they partake include:

• The IMTA Junior Mathematics Competition (1st years)
• Maths Olympiad
• PRISM competition
• STEM monthly competition

Maths Week in October each year is celebrated in a variety of ways:

• Family Quiz for all the family to get involved
• Scavenger Hunt within the School
• Puzzles and Games in class

Some ideas for the future

• Participation in competition for 3^rd years in the spring
• Workshop for Junior Cycle Students with Project-Maths activity centre
• Maths Circles
• Khan Club