Navigating mathematics curriculum reform: teachers' efforts and implementation challenges.
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| Title: | Navigating mathematics curriculum reform: teachers' efforts and implementation challenges. |
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| Authors: | Johnson, Patrick1 (AUTHOR) Patrick.Johnson@ul.ie, Fitzmaurice, Olivia1 (AUTHOR) |
| Source: | Journal of Curriculum Studies. Jun2026, Vol. 58 Issue 3, p468-492. 25p. |
| Subject Terms: | *Curriculum implementation, *Mathematics education, *Student-centered learning, *Problem solving, *Educational change, Monetary incentives |
| Geographic Terms: | Ireland |
| Abstract: | Introduction: Between 2010 and 2014, a new mathematics curriculum was introduced in Ireland, aiming to shift teaching away from procedural memorization towards a more student-centred, problem-solving approach. In 2012, a "bonus points" incentive was also introduced to encourage more students to take higher-level mathematics. Methods: This study employed a qualitative approach, using document analysis and semi-structured interviews with post-primary mathematics teachers to explore the extent of curriculum implementation. Results: While many teachers support the aims of the reform, findings show a misalignment between the intended and implemented curriculum. Factors such as limited instructional time and the influence of political incentives, like bonus points, were found to constrain teachers' ability to fully realise the reform's goals. Conclusion: Curriculum implementation is shaped not only by teacher intent but also by systemic constraints. For reforms to succeed, policymakers must address contextual barriers that limit teachers' capacity to enact change in practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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