Navigating mathematics curriculum reform: teachers’ efforts and implementation challenges

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.