Junior Cycle Mathematics Curriculum

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Aims of the Junior Cycle Curriculum

It is intended that mathematics education in St. Michael's should:

1. Contribute to the personal development of the students:

• helping them to acquire the mathematical knowledge, skills and understanding necessary for personal fulfilment;

• developing their problem-solving skills and creative talents, and introducing them to ideas of modelling;

• developing their ability to handle abstractions and generalisations, and to recognise and present logical arguments;

• furthering their powers of communication, both oral and written, and thus their ability to share ideas with other people;

• fostering their appreciation of the creative and aesthetic aspects of mathematics, and their recognition and enjoyment of mathematics in the world around them;

• hence, enabling them to develop a positive attitude towards mathematics as an interesting and valuable subject of study.

2. Help to provide them with the mathematical knowledge, skills and understanding needed for continuing their education, and eventually for life and work:

• promoting their confidence and competence in using the mathematical knowledge and skills required for everyday life, work and leisure;

• equipping them for the study of other subjects in school;

• preparing a firm foundation for appropriate studies later on;

• in particular, providing a basis for further study in mathematics itself.

General Objectives of the Junior Cycle Curriculum

The aims listed above can be translated into the following general objectives:

1. Students should be able to recall basic facts; that is, they should be able to:

• display knowledge of conventions such as terminology and notation;

• recognise basic geometrical figures and graphical displays;

• state important derived facts resulting from their studies.

(Thus, the should have fundamental information readily available to enhance understanding and aid application.)

2. They should be able to demonstrate instrumental understanding; hence, they should know how (and when) to:

• carry out routine computational procedures and other such algorithms;

• perform measurements and constructions to an appropriate degree of accuracy;

• present information appropriately in tabular, graphical and pictorial form, and read information presented in these forms;

• use mathematical equipment such as calculators, rulers, set squares, protractors and compasses, as required for these procedures.

(Thus, they should be equipped with the basic competencies needed for mathematical activities.)

3. They should have acquired relational understanding; that is, understanding of concepts and conceptual structures, so that they can:

• interpret mathematical statements;

• interpret information presented in tabular, graphical and pictorial form;

• recognise patterns, relationships and structures;

• follow mathematical reasoning.

(Thus, they should be able to see mathematics as an integrated, meaningful and logical discipline.)

4. They should be able to apply their knowledge of facts and skills; that is, when working in familiar types of context, they should be able to:

• translate information presented verbally into mathematical form;

• select and use appropriate mathematical formulae or techniques in order to process the information;

• draw relevant conclusions.

(Thus, they should be able to use mathematics and recognise that it has many areas of applicability.)

5. They should be able to analyse information, including information presented in cross-curricular and unfamiliar contexts; hence, they should be able to:

• select appropriate strategies leading to the solution of problems;

• form simple mathematical models;

• justify conclusions.

6. They should be able to create mathematics for themselves; that is, they should be able to:

• explore patterns;

• formulate conjectures;

• support, communicate and explain findings.

7. They should have developed psychomotor skills necessary for all the tasks described above.

8. They should be able to communicate mathematics, both verbally and in written form; that is, they should be able to:

• describe and explain the mathematical procedures they undertake;

• explain findings and justify conclusions (as indicated above).

9. They should appreciate mathematics as a result of being able to:

• use mathematical methods successfully;

• recognise mathematics throughout the curriculum and in their environment;

• apply mathematics successfully to common experience;

• acknowledge the beauty of form, structure and pattern;

• share mathematical experiences with other people.

10. They should be aware of the history of mathematics and hence of its past, present and future role as part of our culture.

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Last modified: 11-Nov-2008