The following is from “Making the grade in maths”, The Irish Times, Wednesday, August 13, 2008
“And it is not only the Leaving Cert results which should serve as a wake-up call. The most recent OECD survey ranked Irish teenagers 16th in maths out of 30 member countries. In overall English literacy tests, by contrast, Irish teenagers regularly take one of the top three places. A mid-table ranking in maths is simply not good enough for a country investing heavily in science, technology and innovation. Even at third level, academics tell of students – some with higher level Leaving Cert maths – who have a poor grasp of mathematical concepts and an inability to apply the knowledge they do have outside practised routine situations.”
This is typical of the poorly informed consensus, which surrounds the education debate in Ireland.
No one with any teaching experience at 3rd level could take seriously the claim that Irish students are literate. Many are, but the overall standard of English is dreadful. It is equally true that students have a poor standard of general knowledge, are not numerate, and have a very poor grasp of mathematical, scientific and technological concepts.
The phrase, “practised routine situations”, above is telling. There is a problem in Irish primary and secondary education. Students are taught routines that will trick the examiners: memorised essays/answers in the humanities and memorised procedures in maths. It is hardly surprising that students are bored and lack the creative skills born of a good education. Consider the plight of a student who can solve a maths problem but doesn’t know why it is a problem, where it comes from or what it is for!
The quotation also peddles the familiar nonsense that humanities and maths/science can be kept apart. Anyone who really has thought about “the information society” would realise how dated this approach now is.