An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Subject Inspection of Mathematics

REPORT

 

St Colman’s Community College

Midleton, County Cork

Roll number: 71050P

 

Date of inspection: 25 October 2007

 

 

 

Subject inspection report

Subject provision and whole school support

Planning and preparation

Teaching and learning

Assessment

Summary of main findings and recommendations

 

 

 

 

 

Report on the Quality of Learning and Teaching in Mathematics

 

 

Subject inspection report

 

This report has been written following a subject inspection in Saint Colman’s Community College, Midleton, Co. Cork, conducted as part of a whole school evaluation. It presents the findings of an evaluation of the quality of teaching and learning in Pobalcholáiste Cholmáin and makes recommendations for the further development of the teaching of this subject in the school. The evaluation was conducted over two days during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with students and teachers, examined students’ work, and had discussions with the teachers. The inspector reviewed school planning documentation and teachers’ written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and subject teachers.

 

 

Subject provision and whole school support

 

Pobalcholáiste Cholmáin is justifiably proud of the fact that it provides a curriculum and structures that cater effectively for a wide range of students’ abilities in Mathematics. Incoming students’ ability is assessed through pre-entry assessment testing in Mathematics, Irish and English and contact with local primary schools. The current practice is to stream the first-year classes on the basis of these assessments. Ongoing teacher monitoring takes place during first year. 

 

The two top-stream first-year classes are timetabled concurrently for four periods per week. Students from these classes who wish to follow the higher level course have two extra periods of Mathematics on Wednesday afternoon. Incoming students identified as finding the subject particularly challenging in the third-streamed class have two teachers timetabled to teach them for four periods per week. Those in the fourth-stream class have six periods of Mathematics per week in conjunction with the Junior Certificate School Programme (JCSP) to prepare them for their Junior Certificate mathematics examination. Students formally assessed as having specific difficulties in Mathematics are also supported through withdrawal for one-to-one and small-group tuition from classes other than mathematics classes.

 

In second year and third year support is continued. Streaming of students on the basis of demonstrated ability continues and an extra class group is created in each year group to allow for the creation of smaller classes. In second year the two top-stream classes have four periods of Mathematics per week and an extra two periods on a Wednesday afternoon is provided for those wishing to take the higher level course. A third class has four periods per week. A fourth class has two teachers timetabled to teach them Mathematics. This creates the option for the teachers to parallel teach or team teach the group for five periods per week. A smaller class follows the Junior Certificate mathematics programme in conjunction with the JCSP and has five periods per week.

 

In third year four classes are timetabled concurrently for four periods each week with higher level students again having two extra periods. The remaining class has five periods with one teacher and is also timetabled with another mathematics teacher for one period per week to help address specific difficulties identified by the main class teacher.

 

The timetable structure for junior cycle Mathematics contains good provision for higher level students who have six periods per week, of mathematics tuition, in each year. Those who find the subject challenging also receive between five and six classes per week in a small group setting each year. However, at least one class group will complete junior cycle having had only four periods of Mathematics per week in each of its three years. It is recommended that the provision be reviewed so that this group will have had one extra period per week for at least one year within the cycle.

 

In fifth year the four mathematics classes are timetabled concurrently for five periods per week. Currently one class is following the higher level course, one the foundation level course and two the ordinary level course. Students in the higher level class have one extra period of Mathematics on a Wednesday afternoon. In the current year it was decided to divide the ordinary level students into the two class groups on a mixed-ability basis and the teachers are co-operating to ensure that they will have similar content taught at the end of the year. In sixth year the four classes are timetabled concurrently for five periods per week. Students in the higher level class have a sixth period of Mathematics each week.

 

Transition year (TY) is optional for students and there is one class group in the current year which has Mathematics for four periods per week. There is one group in fifth year and one group in sixth year following the Leaving Certificate Applied (LCA) programme and each group is assigned four periods of Mathematics each week.

 

Teachers are assigned to junior cycle classes by school management. In the interests of maintaining high levels of continuity the good practice of teachers remaining with the same class groups from second year to third year and from fifth year to sixth year, where possible, is followed. Teachers are assigned to senior cycle year groups and teachers and management agree on class arrangements.

 

Teachers have not attended continuous professional development courses in Mathematics during recent years. Management has stated a willingness to allow attendance but communications from the support service have not reached interested staff. It is suggested that a structure be put in place to ensure that upcoming courses are notified to the mathematics team. The Mathematics Support website at http://maths.slss.ie contains useful resources and information in this regard.

 

There is no annual budget specifically for mathematics resources but requests for equipment are favourably considered by management.

 

 

Planning and preparation

 

The mathematics teachers have made commendable progress in planning both as a team and individually and there is clear evidence of ongoing collaboration and review. In the current year the mathematics department is co-ordinated, on a voluntary basis, by three members of the mathematics team. It is reported that this arrangement is being reviewed and may change to a single co-ordinator model where the position rotates among the team on an annual basis. Such a system would allow each member of the team to gain experience and understanding of the issues involved in the running of their subject department. Formal meetings for planning and review take place at the beginning of the school year and once per term after that. Informal meetings outside of timetabled hours also take place. The good practice of record-keeping of formal meetings is in place.

 

Commendable progress has been made by the team on mathematics department planning along School Development Planning Initiative (SDPI) guidelines. The plan for the current year includes a mission statement, subject aims and objectives, organisational details, detailed lists of syllabus topics to be covered by each year group and in-school procedures. To enhance the good work already engaged in, it is recommended that future review of the plan be directed towards differentiation strategies and teaching methodologies that encourage students to become actively involved in their own learning. The learning outcomes for topics contained in the JCSP student-achievement certificates could provide valuable material. The publications Junior Certificate Mathematics Guidelines for Teachers and Calculators: Guidelines for Post-Primary Schools could also make a significant contribution to this area. 

 

All teachers made individual planning materials available for inspection. These included extensive high-quality and ongoing individual teacher planning material. Individual teachers are currently developing even more detailed lesson plans for TY, LCA and some other classes. The teachers concerned are highly commended. Also included were records of assessment and attendance, records of work done, short-term and long-term class plans, lesson plans for the classes visited and other relevant teaching materials.

 

Information and communication technology (ICT) is currently used mainly in the production of materials to enhance the teaching of Mathematics and it is suggested that, in order to support the teaching and learning of the subject, strategies to integrate ICT more directly into the lessons should be included within all future reviews of the team’s plan.

 

 

Teaching and learning

A variety of teaching methodologies and styles were observed during the inspection. In the team-teaching lesson students were being taught how to measure angles, using a protractor. The teachers involved moved seamlessly between their teaching and supporting roles thus ensuring a good pace to the lesson while ensuring that all students had grasped the concepts involved. Students received individual attention and had their efforts affirmed, resulting in confidence in their ability and enthusiasm for the work being done. The supportive, constructive and work-oriented atmosphere observed in the class was underlined by positive comments made by students in interactions with the inspector.

 

In the TY class students were involved in group work, with which they were clearly familiar. Following an outline of the task for the lesson, students moved to their groups and began working on a well-planned worksheet that incorporated elements of previously covered topics. Peer learning and self-directed learning were observed as students worked on the tasks and the teacher facilitated this learning by dealing with student-initiated questions as they arose and posing extra questions to the groups based on their progress.  

 

In other classes the predominant method used was more traditional. The teacher demonstrated a procedure and students applied the method to similar problems from textbooks or worksheets. While this should form part of many mathematics lessons it does not take account of students’ different preferred learning styles or actively involve them in their own learning. It is recommended that a greater range of teaching methodologies be explored and used in lessons.  

 

In many instances, interactions between teachers and students were teacher initiated and involved asking lower-order or recall-type questions. In some instances, teachers posed more challenging and thought-provoking questions and built on students’ answers by encouraging them to justify their thinking and explain their methods. It is therefore recommended that the good practice of using a range of questioning strategies be employed to develop students’ mathematical thinking, communication skills and problem-solving abilities.

 

Classroom management was good and teachers were attentive to the needs of individual students leading to mutual respect between teachers and pupils. Lesson content was appropriate in all cases and teachers were well prepared for their teaching. Students were attentive and engaged in the work at hand. There were examples of teachers having high expectations and students responding to this.

 

Lessons generally began with the correction of the previous days’ homework. In some cases this was followed by a clear statement of the topic to be covered in the lesson and the proposed process to be followed. Where this was the case, students were more engaged in the subsequent work and their focus was maintained. This good practice should be extended to all lessons. Further examples of good practice included affirming students’ efforts, appropriate use of mathematics terminology and expecting appropriate terminology from students, using clear methodologies and positive interactions with students.

 

Some of the teachers have their own base room and the visual impact of many of the rooms had been enhanced by displays of students’ project work, teacher-prepared posters and commercial posters.

 

Teachers are commended for encouraging students to take a level in State examinations appropriate to their abilities. From an analysis of State examination results it is evident that the retention rate from higher level at Junior Certificate to higher level at Leaving Certificate is very good.

 

Students’ outcomes in terms of knowledge and understanding were generally good. Some students ably and confidently answered questions put to them during the course of the visit and were able to make relevant connections between topics. Most students were able to apply procedures learnt in class to similar type problems from the textbook or worksheet. 

 

 

Assessment

 

Management provides teacher diaries to all staff. Teachers record students’ attendance and assessment results. On occasion, daily records of work undertaken or homework assigned are also recorded. The school also uses an electronic attendance monitoring system. Ongoing assessment of students’ progress takes place and includes class observation, class questioning and end-of-topic examinations. Formal examinations take place for students twice per year, at Christmas and summer for non-examination year groups. Examination year groups sit formal Christmas tests, with ‘mock’ examinations in February. Communication between home and school is maintained in a number of ways. Written reports are issued to parents following these formal examinations and a parent-teacher meeting is held for each year group once a year.

 

Common assessment in Mathematics is not currently the norm in Pobalcholáiste Cholmáin, with the exception of the ‘mock’ examinations taken by third-year and sixth-year students. It is reported that the two ordinary level fifth-year classes will receive the same formal assessments in the current year. It is recommended that the team move towards more common assessments, perhaps through including some common questions in tests, within levels for all years. 

 

Achievements in work covered in class and in study can be seen in students’ copybooks. An examination of a sample of mathematics copybooks revealed work that was appropriate, relevant and generally well presented. A feature of the monitoring of the copybooks was the extensive amount of positive comments used by some of the teachers to encourage students and to highlight how mistakes might be avoided in future work. This commendable practice is in line with the principles of ‘assessment for learning’ and it is suggested that all teachers adopt this approach in the monitoring of students’ work.

 

To recognise students’ success the school organises an awards night, annually, which acknowledges academic and non-academic achievements. Students have the opportunity to participate in a range of extra-curricular activities pertaining to Mathematics. 

 

 

Summary of main findings and recommendations

 

The following are the main strengths identified in the evaluation:

 

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

 

 

 

 

 

Published, June 2008