The aim of junior cycle mathematics is to provide relevant and challenging opportunities for

all students to become mathematically proficient so that they can cope with the mathematical challenges of daily life and enable them to continue their study of mathematics in senior cycle and beyond. In this specification, mathematical proficiency is conceptualised not as a one dimensional trait but as having five interconnected and interwoven components:

• conceptual understanding—comprehension of mathematical concepts, operations, and relations

• procedural fluency—skill in carrying out procedures flexibly, accurately, efficiently, and

appropriately

• strategic competence—ability to formulate, represent, and solve mathematical problems in both

familiar and unfamiliar contexts

• adaptive reasoning—capacity for logical thought, reflection, explanation, justification and

communication

• productive disposition—habitual inclination to see mathematics as sensible, useful, and

worthwhile, coupled with a belief in diligence, perseverance and one’s own efficacy.

## Learning Outcomes

Learning outcomes are statements that describe what knowledge, understanding, skills and values students should be able to demonstrate having studied mathematics in junior cycle. Junior cycle mathematics is offered at Ordinary and Higher level.

# Assessment for the Junior Cycle Profile of Achievement (JCPA)

The assessment of mathematics for the purposes of the Junior Cycle Profile of Achievement (JCPA) will comprise two Classroom-Based Assessments: CBA 1; and CBA 2. In addition, the second Classroom-Based Assessment will have a written Assessment Task that will be marked, along with a final examination, by the State Examinations Commission.

# Classroom-Based Assessment (CBA) Format

**CBA1 Mathematical investigation**

Students will, over a three-week period, follow the Problem-solving cycle to investigate a mathematical problem.

Problem-solving cycle: define a problem; decompose it into manageable parts and/or simplify it using appropriate assumptions; translate the problem to mathematics if necessary; engage with the problem and solve it if possible; interpret any findings in the context of the original problem

**CBA 2 Statistical investigation **

Students will, over a three-week period; follow the Statistical enquiry cycle. Statistical enquiry cycle: formulate a question; plan and collect unbiased, representative data; organise and manage the data; explore and analyse the data using appropriate displays and numerical summaries and answer the original question giving reasons based on the analysis section

The Assessment Task (AT)

The Assessment Task is a written task completed by students during class time, which is not marked by the class teacher, but is sent to the State Examinations Commission for marking. It will be allocated 10% of the marks used to determine the grade awarded by the SEC. The Assessment Task is specified by the NCCA and is related to the learning outcomes on which the second Classroom-Based Assessment is based. The content and format of the Assessment Task may vary from year to year.

There will be two examination papers, one at Ordinary and one at Higher level, set and marked by

the State Examinations Commission (SEC). The examination will be two hours in duration and will take place in June of third year. The number of questions on the examination papers may vary from year to year. In any year, the learning outcomes to be assessed will constitute a sample of the relevant outcomes from the tables of learning outcomes.

# Information on Junior Cycle Maths

**"Without mathematics, there's nothing you can do. Everything around you is mathematics. Everything around you is numbers."**

Shakuntala Devi