Introduction


Linking Thinking 2 follows on from Linking Thinking 1 to complete the Higher Level course for Junior Cycle Mathematics. It is assumed that students have completed Sections A and B in Linking Thinking 1 and established the building blocks for Junior Cycle Mathematics before moving on to Linking Thinking 2. Linking Thinking 2 revises and reinforces material introduced in Linking Thinking 1 and covers the remaining material in greater depth to ensure Higher Level students are prepared for the rigours of the fi nal assessment.


The Linking Thinking series places student thinking and understanding at the centre of the educational experience. The series views the four contextual strands: Number ; Geometry and trigonometry ; Algebra and functions ; and Statistics and probability , through the lens of the Unifying strand.


A spiral learning approach has been embedded throughout the books, where underlying concepts are reinforced at every opportunity to maximise conceptual understanding of Mathematics. The spiral learning approach also promotes student’s ability to see mathematics as sensible, useful, and worthwhile, and instils a belief in diligence, perseverance and one’s own effi cacy. Units, questions and examples have been scaff olded to address learner diversity. Examples and questions which require students to take the Mathematics further have been included throughout the books in diff erent forms, notably in the Taking it further questions.


The practice questions have been carefully formulated to ensure that students maximise their conceptual understanding of a mathematical situation in a variety of diff erent ways. Initial Practice questions promote understanding and help students recall the concepts that underpin the unit. They also help students carry out the procedures accurately, eff ectively, and appropriately. The Step-by-step strategies and Worked examples act as a template of how to carry out procedures in this way.


The Unifying strand is embedded through the spiral approach and notably through the Something to think about, Discuss and discover and Linking Thinking features. The context-based questions, starting with the engaging Something to think about challenges, help students improve their ability to formulate, represent, and solve mathematical problems. The context-based questions also help students make connections within and between strands, as well as connections between Mathematics and the real world. Discuss and discover tasks have been developed to promote student’s capacity for logical thought, refl ection, explanation, justifi cation, generalisation and ability to communicate Mathematics eff ectively in verbal and written form. These features are designed not only to enhance mathematical skills but also to promote the key skills that underpin the new Junior Cycle.


The revision questions have been carefully assembled to address the main aspects of each Unit, from the mathematical core skills to the more abstract thinking in the Taking it further section of the revision exercises.


Number Unifying strand


Algebra and


functions


LINK NG THINK NG


Statistics and


probability


Geometry and


trigonometry


The key skills symbol appears throughout the textbook. The


colours used relate to this diagram and highlight which skills have been activated in a particular activity.


Linking Thinking revision units appear at precise points in the books to promote student understanding of building blocks and to help students make connections within, and between, the contextual strands. The Linking Thinking revision units also help students investigate patterns, formulate conjectures, and engage in tasks in which the solution is not immediately obvious, to prepare them for whatever challenge the fi nal exam presents.


The Linking Thinking Units also provide ideas and strategies for the completion of Mathematical and Statistical Investigations, in preparation for Classroom-Based Assessments (CBAs).


James Trimble, Aisling Quirke, Audrey Byrne and Louise Boylan vii

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