Introduction
AAMT views the issue of ‘achievement gaps’ (Section 2) as pervading both the other sections. Inadequate supply of appropriately qualified and prepared teachers of mathematics (Section 1) is on effect of many students underachieving in mathematics; greater numbers of students in the higher level mathematics subjects in the senior years of schooling (Section 3) will be a significant benefit from addressing underachievement in mathematics. Hence, achievement gaps require substantial and sustained effort over the next ten years, both in their own right (as outlined in Section 2) and for the consequential effects in the other two areas.
AAMT identifies two types of achievement gap. These are the gap between the low achievement of groups of students (particularly Indigenous, low SES and rural students) and the general population as found in, for example, TIMSS and PISA; and the gap between the achievement of most students and what they are capable of achieving – many students underachieve in mathematics.
The first of these have been a focus for government funded programs for many years, most recently through the national partnerships funding. This focus is likely to continue under the Gonski inspired changes to school funding. The intention is wholly appropriate. What is clear from the persistence of the issues is that new and better ways of applying available funding are required.
The second type of achievement gap is widespread across different groups and represents a significant waste of human capital. Again these gaps are evident through international comparisons. They have also shown themselves to be substantial and resistant to efforts to close them.
Both the breadth and depth of the issues facing school education in mathematics that result in, among other things, achievement gaps, have intensified in the past 10-20 years. This is despite good intentions, some funding and effort over that time. Many approaches have been tried and found wanting, with some of these recycled a few years later. In other cases, successful initiatives have not been extended or sustained. Hence AAMT believes that, in the case of school mathematics, a coordinated plan for the next 10 years (this Decadal Plan) that results from consensus in the mathematical sciences community will provide a strong framework for addressing entrenched issues.
AAMT believes that new thinking is required. Failed or ineffective strategies must not be used, no matter how appealing they may be to sectional interests.
(successful reform) requires investment in the present teacher workforce, providing quality professional development, adequate career structures and diversification, and enlisting the commitment of teachers to reform. The frequently cited claim that the best-performing education systems all recruit their teachers from the top-third of graduates … is not supported by the evidence. Successful reform cannot wait for a new generation of teachers.
OECD. 2012. Preparing Teachers and Developing School Leaders for the 21st century – Lessons from Around the World. Paris: OECD.
Summary of key points and recommendations
A full discussion of these is contained in the submissions to each of the Themes.
Increasing the quality and effectiveness of pre-service teacher education in mathematics is important. However, over the next 10 years, investment in the existing workforce will yield the most gains for students and the country as a whole.
Two types of achievement gaps must be addressed. These are the gap between the low achievement of groups of students (particularly Indigenous, low SES and rural students) and the general population as found in, for example, NAPLAN, TIMSS and PISA; and the gap between the achievement of most students and what they are capable of achieving – many students underachieve in mathematics. Without sustained and research-informed action on both of these the future of the mathematical sciences in Australia will remain bleak.
Supply of suitably prepared teachers of mathematics
There should be urgent review and extensive reform pre-service education of teachers of mathematics (primary and secondary) by both the Mathematics and Education faculties of all relevant universities.
Employers of beginning teachers and the profession itself should collaborate to establish a career structure and associated processes that halve the attrition rate of current teachers of mathematics.
Closing achievement gaps
This is core work for teachers of mathematics. A range of national initiatives is required, including: extensive in-service professional development; quality teaching and assessment resources; research targetted at informing classroom teaching; support for principals and in-school leaders in mathematics; and a mathematics-specific system of standards and credentialling for teachers of mathematics that is part of a coherent career structure.
Australia should establish a systematic and supported program that enables and encourages all parents to have daily mathematical engagement with their children.
Increasing the numbers of students studying advanced mathematics at senior school
Significant reform of school mathematics is essential, including further reducing the amount of content to achieve ‘greater depth’ in all students’ learning of the subject.
Set and monitor benchmarks for every student’s opportunity to learn mathematics including challenging and engaging teaching; time for learning mathematics; technologies for learning; qualified teachers and accredited leaders of mathematics in the school; and commitment to and extra support for the professional development of teachers of mathematics