In recent years low retention rates in STEM (Science, Technology, Engineering, Mathematics) courses at third level have resulted in international concern regarding the transition of students from second level to further education (Bourn, 2007). Much of this concern has focused on the mathematical under-preparedness of incoming third level students. This phenomenon in which students are under prepared for the mathematical demands of their undergraduate courses has been reported in Ireland, UK, Australia, and the United States and is regularly referred to as the ‘Maths Problem’ (Lawson,Croft and Waller, 2012). It is characterised by beginning undergraduates displaying a lack of basic mathematical skills, as well as fragmented understanding, inadequate concept knowledge, and an inability to successfully solve mathematical problems (Rylands and Coady, 2009; Gill, O’Donoghue, Faulkner & Hannigan, 2010).

In Ireland, measures have recently been put in place in second level education in an attempt to counteract the deficiencies reported in students’ mathematical performances upon entry to third level education. Significant changes have been made to the second level mathematics curriculum with the introduction of ‘Project Maths’. This new curriculum aims to place greater emphasis on student understanding of mathematical concepts, enabling students to relate mathematics to everyday scenarios with increased use of contexts and applications. Project Maths also aims to promote further focus on problem-solving skills and the alignment of assessment with the aforementioned revised classroom practices. Changes were rolled out nationally on a phased basis in September 2010 with different strands being introduced each year and subsequent adaptations being made to assessment in national examinations. Strands 1 and 2 of the revised syllabi were first examined at senior cycle level in all schools nationally in June 2012. Hence the first students who had encountered Project Maths entered third level education in September 2012. The phased implementation means that for each consecutive year after 2012, students have entered third level after being examined on more and more of the Project Maths syllabi. It will be 2017 before the first cohort of students who have experienced all 5 strands of Project Maths throughout their entire second level education will enter third level.

Hence while it is very early to evaluate the success of the curriculum reform at second level, an interim report has found that there is emerging evidence of the positive impacts of Project Maths on students’ experiences of, and attitudes towards, mathematics (Jeffers et al., 2013). Furthermore, students’ have been found to achieve more at individual strand level (Jeffers et al., 2013). However despite these early positives, there is also evidence to suggest that the reform is not having the desired effect at third level. Research carried out by Treacy and Faulkner (2015) has found that the transition to the new curriculum has coincided with a further decline of basic mathematics skills which are required in higher education. Additionally there is anecdotal evidence of negative attitudes and ambiguity towards the reform amongst third level mathematics lecturers (The Irish Times, June 2015).  This study aims to investigate how Project Maths is being perceived by third level mathematics lecturers and whether they have made any adaptions to course content, teaching and assessment approaches as a result of the introduction of Project Maths. The intention of this research is to gather data from mathematics lecturers to answer the following research question:

Are mathematics lecturers informed on the changes made to the teaching, learning and assessment practices at second level mathematics education and have they changed their practices at third level as a result? 

Bourn, J. (2007). Staying the course: the retention of students in higher education. London: National Audit Office. Gill, O., O’Donoghue, J., Faulkner, F., & Hannigan, A. (2010). Trends in performance of science and technology students in Ireland. International Journal of Mathematical Education in Science and Technology, 41(3), 323–339. Jeffes, J., Jones, E., Wilson, M., Lamont, E., Straw, S., Wheater, R., & Dawson, A. (2013). Research into the impact of Project Maths, Slough: NFER. Lawson, D. (2003). Changes in student entry competencies 1991–2001. Teaching Mathematics and its Applications, 22(4), 171–175. Lawson, D., Croft, T., & Waller, D. (2012). Mathematics support past, present and future. Innovation, Practice and Research in Engineering Education. Retrieved on 14/08/2015 from http://www.academia.edu/2715773/Mathematics_support_past_present_and_future. McCoy, S. (2014). Leaving School in Ireland: a longitudinal study of post school transitions. Dublin: ESRI. Rylands, L., & Coady, C. (2009). Performance of students with weak mathematics in first-year mathematics and science. International Journal of Mathematical Education in Science and Technology, 40 (6),741–753. Leaving Cert: higher maths paper 1 ‘easiest on record’ (2015, June 24). The Irish Times. Retrieved on 21/10/2015 from http://www.irishtimes.com/news/education/leaving-cert-higher-maths-paper-1-easiest-on-record-1.2240566 Treacy, P. & Faulkner, F. (2015). Trends in basic mathematical competencies of beginning undergraduates in Ireland, 2003–2013, International Journal of Mathematical Education in Science and Technology, DOI: 10.1080/0020739X.2015.1050707.