Is there a point? Teachers’ perceptions of a policy incentivizing the study of advanced mathematics

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dc.contributor.author Prendergast, Mark
dc.contributor.author O'Meara, Niamh
dc.contributor.author Treacy, Paraic
dc.date.accessioned 2020-07-30T15:34:25Z
dc.date.available 2020-07-30T15:34:25Z
dc.date.issued 2020-07-09
dc.identifier.citation Prendergast, M., O’Meara, N. and Treacy, P. (2020) 'Is there a point? Teachers’ perceptions of a policy incentivizing the study of advanced mathematics', Journal of Curriculum Studies, (18 pp). doi: 10.1080/00220272.2020.1790666 en
dc.identifier.startpage 1 en
dc.identifier.endpage 18 en
dc.identifier.issn 0022-0272
dc.identifier.uri http://hdl.handle.net/10468/10343
dc.identifier.doi 10.1080/00220272.2020.1790666 en
dc.description.abstract A growing body of international research has highlighted the importance of students studying mathematics at an advanced level. In Ireland, the subject has been assigned a special status with the introduction of an education policy called the Bonus Points Initiative (BPI) in 2012. Students are now awarded an extra 25 points in their final State examination results if they achieve ≥40% in advanced/Higher Level (HL) mathematics. This incentive has had a noticeable impact and the numbers opting for HL mathematics in the final State examination have increased from 15.8% in 2011 to 32.9% in 2019. While this is undoubtedly a positive development, there has been little research about any knock-on effects regarding the teaching and learning of the subject. This article examines HL mathematics teachers’ (n = 266) perceptions of the BPI. The findings reveal many mixed opinions with more teachers (46%) agreeing with the initiative than disagreeing (27%), recognizing advantages such as increasing numbers and rewarding students. However, issues perceived by teachers such as questionable student motivation and the negative impact on the pace of lessons appear to be key reasons for a majority of teachers recommending a review (56%) or discontinuation (23%) of the initiative. en
dc.description.sponsorship Trinity College Dublin (Arts and Social Sciences Benefactions Fund) en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Taylor & Francis en
dc.relation.uri https://www.tandfonline.com/doi/full/10.1080/00220272.2020.1790666
dc.rights © 2020 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Curriculum Studies on 09 July 2020, available online: http://www.tandfonline.com/10.1080/00220272.2020.1790666 en
dc.subject Curriculum en
dc.subject Trends en
dc.subject Performance en
dc.subject Education policy en
dc.subject Mathematics education en
dc.subject Incentives en
dc.subject Teachers’ perceptions en
dc.title Is there a point? Teachers’ perceptions of a policy incentivizing the study of advanced mathematics en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Mark Prendergast, Education, University College Cork, Cork, Ireland. +353-21-490-3000 Email: mark.prendergast@ucc.ie en
dc.internal.availability Full text available en
dc.check.info Access to this article is restricted until 18 months after publication by request of the publisher. en
dc.check.date 2022-01-09
dc.date.updated 2020-07-30T12:25:16Z
dc.description.version Accepted Version en
dc.internal.rssid 526999683
dc.internal.wokid WOS:000547066800001
dc.description.status Peer reviewed en
dc.identifier.journaltitle Journal of Curriculum Studies en
dc.internal.copyrightchecked No
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress mark.prendergast@ucc.ie en


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