Foundation Leaving Certificate Mathematics and NCI

Jonathan Lambert, Mathematics Support Tutor

Widening participation has been advanced a step further, here at the National College of Ireland (NCI). Foundation Leaving Certificate Mathematics is now accepted as an entry requirement for NCI. This raises a number of challenges in the way mathematics is taught, both for the student as well as the teacher.

The challenges faced by the removal of this barrier should be considered in perspective. We should differentiate between the entry-level mathematics standard required to pursue a pure mathematics programme, and the mathematics required by those that need an acquaintance with general mathematical techniques. In particular, the mathematics required for students pursuing: business or computing programmes.


Here at the NCI our Working Group for Mathematics Improvement have been considering the way forward with regard these challenges. The favoured approach typically involves intensive tailored programmes that advance the student to the required levels in a short period of time. Although this approach has its merits, an alternative to this approach would be the delivery of just-in-time content, an approach well grounded in constructivist techniques. This would require a little extra effort with regard identifying the prerequisites for each topic within a module.

NCI should take comfort in the fact that foundation mathematics has never been a barrier to date. In particular, if we consider the part-time student population, many of these students have returned to college after many years of absence or have returned with little prior educational attainment, especially in the field of mathematics. The NCI prides itself in its ability to attract and progress this student cohort through the rigors of third level education. One might say that mature students, are highly motivated and emotionally developed, which would place them in a prime position to take responsibility for their own learning. If so, we must consider and try to build confidence and increase self-efficacy levels amoung our younger student population.

The NCI is positioned at the front with regards many of these thoughts, when compared to other institutes that have typically excluded the foundation student. We are in a position to lead and set the scene for the future of mathematics education at third level and to build a model that can be applied across the sector.