mathematics

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The approach taken to Mathematics in the Transition Year is as important as the content itself. It should seek to stimulate the interest and enthusiasm of the pupils in identifying problems through practical activities and investigating appropriate ways of solving them.

In this way, study can be brought into the realm of everyday life so that the process appears more pupil-directed than teacher-directed.

The aim is to guide the pupil towards increased confidence and attainment of a more balanced view of her/his own potential for the subject. Suggested areas and approaches for attention include:

• Activities which relate the application of mathematical skills to real-life situations involving money, weights, measures, etc. such as telephone and electricity bills, income tax, PRSI, practical examples of weighing and measuring.
• Applying geographical methods to the solution of practical problems including use of computer software such as spreadsheet and associated statistical graphs (pie charts, bar charts, etc.).
• Activities involving the extensive and skilful use of calculators should assume a high priority.
• Problem-solving using interpretation, approximation, model making, etc.
• · Activities involving the construction of questions can help pupils to gain a better understanding of approaches to answering and finding solutions.
• A lack of understanding of geometrical Theorems is often noted as a weakness in the Leaving Certificate. An interesting approach to the learning of geometry is through investigation of Theorems which can be made into a more pleasant experience by anecdotal history of Greek geometers                                                                                                    (D.E.S. (1994)  - Transition Year Programmes - Guidelines for Schools)
  

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