This paper details an initial analysis of the transition of a second level curriculum reform to higher education in Ireland. The reform entitled ‘Project Maths’ involved changes to what second level students learn in mathematics, how they learn it and how they are assessed. Changes were rolled out nationally on a phased basis in September 2010. Students who were taught and assessed through the new curriculum first entered third level education in September 2012. It is important that third level mathematics lecturers are aware of the changes to the curriculum since certain topics such as vectors and matrices are no longer taught at second level. Hence third level courses may need to be adapted accordingly. This study investigates mathematics lecturers’ awareness of Project Maths and whether they have made any adaptions to their course content, teaching and assessment approaches as a result of the new curriculum being introduced. The findings, from a return rate of 23% of eligible respondents, show that although many lecturers are mindful of the concept of Project Maths, they are not aware of the changes in full and how it affects their own course content, teaching and assessment strategies. Accordingly, the gap between second and third level education remains. This study highlights that more needs to be done to ensure there is coherent and uniform approaches to the teaching, learning and assessment of mathematics in the transition from second to third level education.

中文翻译：

---

留意差距：对二级课程改革向高等教育过渡的初步分析

本文详细分析了爱尔兰第二级课程改革向高等教育的过渡。题为“项目数学”的改革涉及对中学学生学习数学的方式，学习方式以及评估方式的改变。变更于2010年9月在全国范围内分阶段推出。通过新课程进行了教学和评估的学生于2012年9月首先进入了第三级教育。重要的是，第三级数学讲师必须了解某些课程的变更，因为向量和矩阵等主题不再在第二级教授。因此，可能需要相应地调整第三级课程。这项研究旨在调查数学讲师对Project数学的认识，以及他们是否对课程内容进行了调整，引入新课程后，教学和评估方法得以实现。来自23％的合格受访者的回报率的调查结果表明，尽管许多讲师都注意到Project Maths的概念，但他们并不了解完整的变化及其对课程内容，教学和评估策略的影响。 。因此，第二级和第三级教育之间的差距仍然存在。这项研究强调，在从第二级教育过渡到第三级教育的过程中，需要做更多的工作来确保对数学的教学，学习和评估采取连贯一致的方法。表明尽管许多讲师都对Project Maths的概念有所了解，但他们并没有意识到完整的变化以及它如何影响他们自己的课程内容，教学和评估策略。因此，第二级和第三级教育之间的差距仍然存在。这项研究强调，在从第二级教育过渡到第三级教育的过程中，需要做更多的工作来确保对数学的教学，学习和评估采取连贯一致的方法。表明尽管许多讲师都对Project Maths的概念有所了解，但他们并没有意识到完整的变化及其对课程内容，教学和评估策略的影响。因此，第二级和第三级教育之间的差距仍然存在。这项研究强调，在从第二级教育过渡到第三级教育的过程中，需要做更多的工作来确保对数学的教学，学习和评估采取连贯一致的方法。