*Update: A number of students have taken the time to write a considered responses in the ‘Comments’ section below, so **please take the time to read it to get a student’s perspective.*

**You might also want to look at the relevant page on the boards.ie site where there is an ongoing debate about the fairness of the exam.
**

The leaving cert Applied Maths syllabus is just one page long. For each topic it’s not at all clear how to prepare students properly other than by looking at past questions. Therefore when a paper comes out that varies considerably from the usual format, it’s not surprising that students end up struggling to deal with it.

This is exactly what happened in June 2013. And again in June 2014.

But maybe Applied Maths isn’t meant to be a subject where students rely on past papers as a guide. Perhaps it should an ‘anything is fair game to appear on the paper’ approach. If that’s the case the only people it will suit will be the elite students. In which case it completely goes against the DES promotion of STEM subjects in recent years.

The real killer punch here is that this is the second year in a row where the Exams Commission has produced a nasty paper. Once is (just about) understandable; twice is a disgrace.

Giving feedback on these papers is difficult.

First impressions can be quite deceptive; it’s only when you sit down to do out the questions that you get a feel for their true level of difficulty. It doesn’t help that Applied Maths is the last exam on the Leaving Cert and many teachers will no longer be in the school to meet the students in person to get immediate feedback. I personally didn’t realise how bad last year’s paper was until I gave it out as revision to this year’s sixth years after Christmas. It was a bit late then to make any complaints. I’m not going to make the same mistake twice.

Apparently there is a new person setting the paper and perhaps he wishes to ‘put his own stamp’ on the paper. That would be understandable, but if only if it was done very gradually. The change in the Applied Maths paper over the past two years has been anything but gradual.

It is not outside the bounds of possibility that one person has the power to kill this subject completely. The numbers taking the subject have always been quite low; many teachers are teaching it outside normal school hours to no more than two or three students. Others who are teaching it in a school timetable have perhaps ten students and while a school could allow for this ‘luxury’ in the past, the insidious increase in the pupil-teacher ratio over the last few years has resulted in schools being forced to withdraw the subject from the normal timetable.

My own numbers are normally between ten and fifteen. In the last couple of years I have made a big effort to promote the subject including running ‘taster classes’ during lunchtime and coming in to their normal maths classes. This year 24 students have signed up to take the subject in fifth year. I’m now going to speak to all of them in the first week and ask them to think very carefully about going ahead with the subject. From a personal point of view it’s nice to say that I have a full class of students, but I’m not going to play with their futures just to massage my ego. In the past I have told interested students that they don’t need to be a genius at Maths to do Applied Maths; I’m now going to have to roll back on that one also.

Over the past two years the paper has been referred to as ‘challenging for the brighter students’. This is surely a euphemism. If the top students found it difficult then the C/B students would find it nothing short of a disaster. And as a colleague reminded me recently, when reviewing these papers there’s no point looking at it from the perspective of the A student – chances are they’ll still come out with an A regardless. But for the average student the consequences are likely to be much worse. For example two of my students (one a C student, the other a B student) simply gave up half way through. It was their seventh subject and they realised that it was going to end up as their worst result by a long shot. I could never condone a student leaving an exam early, and certainly not the Leaving Cert exam, but these are both conscientious students and I understand completely their frustration. I have contact details for each student and their parents and have sent them all an email apologising for the paper. While I didn’t set the paper, and nobody would ever think of blaming me, I do somehow feel responsible; should I have seen this coming? Should I have warned them in advance? Should I have discussed worse-case scenario with them? I certainly will do all this next year – it’s just unfortunate that it will have been a year too late for this year’s cohort.

I will also need to speak to my sixth years at the beginning of the year. Many of them do eight subjects in fifth year and drop one at the beginning of sixth year. I’d love to tell them that this year’s exam was ridiculously difficult and that the Exam Commission would never make the mistake of doing this twice. The fact of course is that they just have done it twice. And it has coincided with a new guy setting the paper. And there’s no indication that it will be any different next year. And then I’ll get them to review the evidence for themselves. At this stage we would have 5 questions covered to Leaving Cert Higher Level standard. The students simply need to look at the questions over the past ten years and see how the questions in 2013 and 2014 compare. I may be wrong, but my guess is that it won’t be pretty.

Again, it would be very dishonest to try and keep them in my class just to play the numbers game. I’ve no doubt I’ll lose some of them as a result. I can only hope that the number of students who jump ship won’t be too great.

A few years ago we set up a discussion forum to help the many Applied Maths teachers who were working in almost complete isolation.

These are comments from three of those teachers (included with their permission):

Luckily I didn’t have a class doing the Applied Maths exam this year but this paper was an awful advertisement for students to do such a specialist subject. How many students would have got one full question correct or would have thought they got one correct?. Could the answers have been more uninspiring?

It was my first year teaching a highly motivated student applied maths in one year (repeat lc student). A massive effort was put in to preparing for the exam and my student is very diligent and hardworking. How is it then that she can get no reward when faced with a paper like that? In my opinion I thought it was a disgrace and my student came out visibly upset at the thought that her work throughout the year has gone to waste. Whilst the applied maths book is great it has no resemblance to 70 per cent of the questions asked in the 2014 paper. I’m raging to say the least.

I agree fully with the comments below. This was my first applied maths exam class and what a baptism of fire! I am very disappointed with the paper and my students were very upset with it. This negative reaction will filter through and our numbers will be adversely affected by this paper.

This was the report from The Irish Times:

Unfortunately for applied maths students, who were also sitting a morning paper, they were presented with a real challenge. “Strong students were really tested,” said Hilary Dorgan of the Institute of Education. “Students expecting a C grade may have left the exam thinking they had done very badly.”

The exam required a great deal of knowledge, aptitude, calmness and an ability to get through large amounts of data, according to Dorgan. The length of the paper may not have given students a chance to think about how to approach questions.

I don’t know Hilary Dorgan but his comments repeat what I alluded to earlier; if the strong students were really tested, how must the C grade students feel?

In contrast, this was the report in The Irish Examiner:

[The] subject spokesperson for the Association of Secondary Teachers Ireland (ASTI), said the higher level exam had some new features but the style and content were all welcome, with the opening question on linear motion featuring no underlying problems.

He said students might have been unnerved by the appearance of the more challenging elements in the first, rather than the second parts of questions on projectiles, particle dynamics and differential equations.

He said a question on collisions was set out in a way not seen before but students should have progressed well on it, and most should have been familiar with issues in a relative velocity question that looked very long at first.

I don’t know the ASTI spokesman either but it’s not likely that we’re going to meet up anytime soon; we appear to inhabit different planets. Either that or he was guilty of the same offense as me – a quick browse through the paper giving the impression that it wasn’t too bad, whereas a more detailed analyses would reveal that it was anything but.