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Widening Access to Advanced Mathematics: Teachers' Perspectives on the Impact on Secondary School Teaching

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Title: Widening Access to Advanced Mathematics: Teachers' Perspectives on the Impact on Secondary School Teaching
Language: English
Authors: Olivia Fitzmaurice (ORCID 0000-0002-2919-4078), Patrick Johnson (ORCID 0000-0001-5346-0260)
Source: European Journal of Science and Mathematics Education. 2025 13(4):304-320.
Availability: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Advanced Courses, Mathematics Education, Teacher Attitudes, Incentives, Government School Relationship, Teaching Experience, Barriers, Access to Education, Secondary Education, Mathematics Teachers, Educational Change
Geographic Terms: Ireland
ISSN: 2301-251X
Abstract: In Ireland, mathematics is a core subject at secondary school and is chosen as a subject by almost the entire school leaving population. It can be taken at two levels: ordinary level and higher level (HL). In 2012 an incentive to increase participation at HL was undertaken by the Irish government. This incentive came in the form of bonus points (towards gaining access to their chosen university programme) to anyone who achieved 40% or above in this examination. It is the only subject (out of 53 offered) in which bonus points are awarded. The incentive was successful in that it doubled participation within ten years. The impact of this incentive on teachers however is the focus of this research. The goal of this study is to demonstrate the extent of the demands placed on teachers of advanced mathematics, both in the quantity of material they are required to cover and the depth they are expected to reach, all while managing larger class sizes and greater diversity in students' mathematical abilities. This study is highly relevant to an international readership, as it explores how incentivising participation in a secondary school subject, and the resulting rise in student numbers and broader range of ability levels, can profoundly affect the teaching of the subject. The teachers interviewed in this study reported difficulty balancing larger, more diverse classes with the demands of a challenging syllabus and described how lesson pacing slowed to accommodate students with lower prior attainment, limiting time for deeper learning opportunities.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1491163
Database: ERIC
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  Data: Widening Access to Advanced Mathematics: Teachers' Perspectives on the Impact on Secondary School Teaching
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  Data: <searchLink fieldCode="AR" term="%22Olivia+Fitzmaurice%22">Olivia Fitzmaurice</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2919-4078">0000-0002-2919-4078</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patrick+Johnson%22">Patrick Johnson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5346-0260">0000-0001-5346-0260</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Science+and+Mathematics+Education%22"><i>European Journal of Science and Mathematics Education</i></searchLink>. 2025 13(4):304-320.
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  Data: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
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  Data: 17
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  Data: In Ireland, mathematics is a core subject at secondary school and is chosen as a subject by almost the entire school leaving population. It can be taken at two levels: ordinary level and higher level (HL). In 2012 an incentive to increase participation at HL was undertaken by the Irish government. This incentive came in the form of bonus points (towards gaining access to their chosen university programme) to anyone who achieved 40% or above in this examination. It is the only subject (out of 53 offered) in which bonus points are awarded. The incentive was successful in that it doubled participation within ten years. The impact of this incentive on teachers however is the focus of this research. The goal of this study is to demonstrate the extent of the demands placed on teachers of advanced mathematics, both in the quantity of material they are required to cover and the depth they are expected to reach, all while managing larger class sizes and greater diversity in students' mathematical abilities. This study is highly relevant to an international readership, as it explores how incentivising participation in a secondary school subject, and the resulting rise in student numbers and broader range of ability levels, can profoundly affect the teaching of the subject. The teachers interviewed in this study reported difficulty balancing larger, more diverse classes with the demands of a challenging syllabus and described how lesson pacing slowed to accommodate students with lower prior attainment, limiting time for deeper learning opportunities.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 304
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Advanced Courses
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Incentives
        Type: general
      – SubjectFull: Government School Relationship
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Educational Change
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      – SubjectFull: Ireland
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      – TitleFull: Widening Access to Advanced Mathematics: Teachers' Perspectives on the Impact on Secondary School Teaching
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