Overview: Links Mathematics supports a broad range of learning experiences at junior cycle. Table 1 shows how junior cycle mathematics is linked to central features of learning and teaching in junior cycle. Statements of learning Table 1: Links between junior cycle mathematics and the statements of learning The statement Examples of possible relevant learning SOL 1: The student communicates effectively using a variety of means in a range of contexts in L1. Students organise, consolidate and communicate numerical and mathematical thinking clearly and coherently to peers, teachers and others verbally, and in written form using diagrams, graphs, tables and mathematical symbols. SOL 14: The student makes informed financial decisions and develops good consumer skills. Students learn to develop their critical thinking and reasoning skills by making value-for-money calculations and judgements which will enable them to make informed financial decisions. SOL 15: The student recognises the potential uses of mathematical knowledge, skills and understanding in all areas of learning. Students apply their mathematical knowledge and skills to a wide variety of problems across different subjects, including gathering, analysing, and presenting data, and using mathematics to model real-world situations. SOL 16: The student describes, illustrates, interprets, predicts and explains patterns and relationships. Students develop techniques to explore and understand patterns and relationships in both mathematical and non-mathematical contexts. SOL 17: The student devises and evaluates strategies for investigating and solving problems using mathematical knowledge, reasoning and skills. Students develop problem-solving strategies through engaging in tasks for which the solution is not immediately obvious. They reflect on their own solution strategies to such tasks and compare them to those of others as part of a collaborative learning cycle. SOL 18: The student observes and evaluates empirical events and processes and draws valid deductions and conclusions. Students generate and summarise data, select appropriate graphical or numerical methods to describe it, and draw conclusions from graphical and numerical summaries of the data. As part of their understanding of mathematical proof they come to appreciate the distinction between contingent deductions from particular cases, and deductions which can be proved to be universally true. SOL 24: The student uses technology and digital media tools to learn, communicate, work and think collaboratively and creatively in a responsible and ethical manner. Students engage with digital technology to analyse and display data numerically and graphically; to display and explore algebraic functions and their graphs; to explore shapes and solids; to investigate geometric results in a dynamic way; and to communicate and collaborate with others.