Sir, - When I first came to Dublin as a student I was interested to observe the reaction of the Dubliner (as portrayed by Flann O'Brien, say) to the onset of rain: A hand was stretched out, the eyes rolled upwards to the heavens, the jaw dropped, and the words "I don't believe it! It's raining!" were uttered. The surprise at this meteorological event, worthy of a Bedouin, seemed genuine.
Every year, since the new Leaving Certificate courses in mathematics were first examined (1994), the failure rate at Ordinary level has exceeded 11 per cent of the cohort of students taking papers at that level.
It exceeded 14 per cent in 1995, as it did in 2001 (16.7 per cent) and 2002 (14.7 per cent). Every year, journalists and representatives of many bodies express alarm, the Minister consults with the NCCA, and school starts again in September...
As many commentators have noted, the D3 grade in Ordinary level mathematics is of some significance, as most students entering the Institutes of Technology must have obtained at least this grade.
In consequence, some 6,000 students each year find that these courses are not open to them (they may be the lucky ones). Additionally, some 5,000 other students obtain grades (from A1 to NG) in the Foundation level course, which has practically no recognition from the Instututes of Technology.
Whelan and Whelan (ESRI 1984), in their study of social mobility in the Republic, concluded that "Occupational positions are passed from one generation to another not, as in the past, through direct inheritance but through the medium of differential access to educational qualifications."
I agree, and would suggest that Leaving Certificate mathematics is a startlingly clear case in point. The issue has been identified: it is raised every year in the newspapers, the NCCA Mathematics syllabus committee wrote reports about it to the NCCA Council, the Schools of Science of the Institutes of Technology organised a conference which discussed the matter, and the proceedings were published (A Mathematics Review, Dublin: Blackhall Publishing, 1997).
Moreover, there is something a little special about mathematics. One of its attributes is that a mathematics curriculum or exam may be "unpicked" with relative ease and clarity to show the sorts of knowledge and skill that are under consideration.
It seems to be accepted by some that students obtaining A or B grades at Foundation level mathematics are exhibiting a confidence and competence at their subject that exceed that of students obtaining low grades (perhaps even passing grades?) at Ordinary level. (The submission of the Schools of Science of the Institutes of Technology to the Task Force on the Physical Sciences says as much.)
This last is a truly remarkable sociological phenomenon: demonstrable competence attracts practically no academic recognition, while very incomplete competence opens a variety of academic doors. The reason, to my mind, is the association with social class. I don't believe it! It's raining! - Yours, etc.,
Dr JOHN EVANS,
(Chair, NCCA Mathematics
(Senior Cycle) Course
Committee 1994-97).
Inverness Road,
Dublin 3