Reflection on Project Maths after Ten Years: To What Extent Have Teaching Methods Changed?

Abstract

Ten years on from the introduction of the “Project Maths” initiative, this study aims to explore how it may have changed “common practice” in terms of pedagogical approaches within the Irish Leaving Certificate Higher level classroom, and to identify the main factors that influence teachers’ choice in this regard. A mixed-methods approach to data collection was implemented using an online survey distributed to teachers using voluntary response and snowball sampling methods. Responses from 111 teachers indicated that direct instruction remains the predominant pedagogy in their classrooms, with perceived time constraints, teachers’ level of comfort with an approach and their beliefs about its effectiveness being the predominant drivers of their choices. Results suggest a need for more professional development to increase teachers’ level of comfort with the student-led pedagogies promoted by the reformed curriculum, as well as pointing to a need for research into their effectiveness, to achieve the objectives of Project Maths with respect to mathematical proficiency