ABSTRACT This article examines teachers’ perspectives of the impact in the classroom of a novel approach to boosting participation in upper secondary (Senior Cycle) mathematics in Ireland at the most advanced level (Higher Level). This approach, termed the Bonus Points Initiative (BPI), is an incentive which has coincided with a gradual increase from 16% to 31.5% in the proportion of student cohorts opting to complete Higher Level Senior Cycle mathematics studies in Ireland between 2012 and 2018. Qualitative and quantitative data for this study was gathered through questionnaire responses from 266 teachers of Higher Level Senior Cycle mathematics across Ireland. Data analysis led to the identification of a number of emerging challenges for teachers, mainly due to widening ranges of attainment in their classrooms. These challenges include addition to workloads, worries that higher attaining students are being neglected, pressure to cover the syllabus, and concerns with regards to pace of instruction.

中文翻译：

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“新常态”：教师对激励高等数学学习的日常影响的经验

摘要 本文探讨了教师对提高爱尔兰最高水平（Higher Level）参与高中（Senior Cycle）数学的新方法对课堂影响的看法。这种称为奖励积分计划 (BPI) 的方法是一种激励措施，与此同时，选择在 2012 年至 2018 年期间在爱尔兰完成高级高中数学研究的学生群体的比例从 16% 逐渐增加到 31.5%。本研究的定性和定量数据是通过来自爱尔兰的 266 名高级高中数学教师的问卷答复收集的。数据分析导致确定了教师面临的一些新挑战，这主要是由于他们在课堂上的成就范围不断扩大。