Teachers’ perspectives on Junior Cycle mathematics reform in Ireland

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dc.contributor.authorO'Meara, Niamh
dc.contributor.authorPrendergast, Mark
dc.date.accessioned2026-08-13T13:27:01Z
dc.date.available2026-08-13T13:27:01Z
dc.date.issued2026-07-15
dc.description© 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
dc.description.abstractBetween 2014 and 2022 lower secondary education in Ireland was completely overhauled with the introduction of the Junior Cycle Framework. As part of this reform movement, a revised mathematics curriculum was introduced in 2018. To effectively evaluate educational reform efforts such as this, it is critical to ascertain teachers’ perspectives on the changes introduced. As such, this paper seeks to evaluate the reformed Junior Cycle mathematics specification by exploring the perspectives of Irish mathematics teachers. Drawing on survey data from 196 teachers, we investigate mathematics teachers’ beliefs regarding the necessity and effectiveness of the reform, as well as perceived strengths, weaknesses and areas for improvement. The findings highlight the importance of engaging teachers in the reform process to ensure successful implementation and sustained educational change, and offer suggestions and recommendations for future reform efforts. This paper is particularly timely, as reforms to Senior Cycle mathematics are currently being drafted.en
dc.format.extent22
dc.format.extent1049362
dc.identifier.authororcidO'Meara, Niamh
dc.identifier.authororcidPrendergast, Mark§0000-0002-1766-7421
dc.identifier.citationO'Meara, N & Prendergast, M 2026, 'Teachers’ perspectives on Junior Cycle mathematics reform in Ireland', Irish Educational Studies, pp. 1-22. https://doi.org/10.1080/03323315.2026.2702414
dc.identifier.doi10.1080/03323315.2026.2702414
dc.identifier.endpage22
dc.identifier.issn0332-3315
dc.identifier.journaltitleIrish Educational Studies
dc.identifier.otherORCID: /0000-0002-1766-7421/work/220796658
dc.identifier.startpage1
dc.identifier.urihttps://hdl.handle.net/10468/19119
dc.identifier.urlhttps://doi.org/10.1080/03323315.2026.2702414
dc.language.isoeng
dc.rightscc_by_nc_nd
dc.subjectSDG 4 - Quality Education
dc.subjectCurriculum reform
dc.subjectJunior Cycle mathematics
dc.subjectMathematics curriculum
dc.subjectTeachers’ perspectives;
dc.subject[Education]
dc.titleTeachers’ perspectives on Junior Cycle mathematics reform in Irelanden
dc.typeArticle (Peer reviewed)
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