Strong maths foundations are essential if Ireland is to educate the engineers it needs for its future.
Engineers Ireland has called for the review of the proposed reform to the senior cycle mathematics curriculum to ensure that students continue to develop the depth of mathematical knowledge needed for engineering and other STEM disciplines.
The call comes as new independent research commissioned by Engineers Ireland highlights the scale of Ireland’s engineering skills challenge. If demand continues to grow at the rate seen over the past decade, the island of Ireland could face an annual shortfall of up to 6,000 engineers and engineering technicians by 2030.
Engineers Ireland believes this makes the quality of mathematics education a strategic issue for Ireland. The country needs more young people to consider engineering, but it also needs to ensure that students choosing engineering are properly prepared to succeed when they reach third level.
Engineers Ireland supports the objectives of making mathematics more engaging and developing stronger problem-solving skills. However, it is concerned that elements of the proposed curriculum could reduce the depth and breadth of mathematical learning available to students, particularly in areas such as algebra, spatial and abstract reasoning, analytical methods and mathematical proof.
These are not simply academic concerns. They are foundational skills for students progressing to engineering and other mathematics-intensive courses.
Engineering educators already report having to support students who achieve well in Higher Level Mathematics in the Leaving Certificate but arrive at third level without sufficient mastery of some of the mathematical concepts required for engineering. This creates additional pressure for students and lecturers and can make an already demanding transition to third level more difficult.
Dr Keith Sunderland, Registrar at Engineers Ireland, said:
“Ireland needs more engineers, and that means encouraging more young people into the profession and giving them the best possible chance of succeeding when they get there.
“Mathematics is fundamental to engineering. We support efforts to make it engaging and focused on problem-solving, but this cannot come at the expense of mathematical depth and rigour.
“A strong Leaving Certificate result should give a student confidence that they have developed the mathematical foundations needed to progress to a demanding third-level course.
"We need to be certain that the proposed curriculum will deliver that.
“This matters far beyond the engineering profession. Ireland needs engineers to deliver the homes, energy, water, transport and other infrastructure required by a growing population, as well as to support many of the industries on which our economy depends. Our recent research shows that the island of Ireland could face an annual shortfall of up to 6,000 engineers and engineering technicians by 2030. Strengthening the pipeline into engineering must therefore be a national priority.
“As artificial intelligence becomes increasingly embedded in education, engineering and the workplace, strong analytical and critical-thinking skills will become more important, not less. Curriculum reform should equip students for that future.”
Previous curriculum reforms have not consistently delivered the intended improvements in mathematical problem-solving. Engineers Ireland believes the lessons from those reforms should inform the current review, particularly before changes are made to the depth and breadth of mathematical content available to senior cycle students.
Engineers Ireland is calling for the proposed changes to be assessed against high-performing international mathematics curricula and for their likely impact on students progressing to engineering and other mathematics-intensive third-level programmes to be fully considered before the new curriculum is finalised.