STA supports and amplifies the call from peak maths groups for a coordinated Federal and state government program to upskill teachers to solve the crisis of maths teaching in Australian schools.
Research from the University of Sydney highlights that around one in four maths teachers in NSW schools have no formal qualification to teach the subject, while some high schools have no qualified maths teachers at all.
In some schools, PE teachers are being drafted in to teach students maths.
Other studies have shown disadvantaged students are being further held back by a lack of specifically trained maths teaching. Just 31 per cent of year 8 students in low-SES schools are taught by qualified maths teachers, compared to 54 per cent in high-SES schools. It is no surprise the recent NAPLAN results show little progress, with one in three students not meeting numeracy benchmarks, and more than one in ten needing additional support.
“Australia’s future economy needs a STEM-skilled workforce, and maths skills are an essential part of that,” said STA CEO Ryan Winn.
“But a deep maths education at high school isn’t just necessary for the STEM careers that will power Australia’s economy. Like reading and writing, a solid understanding of maths is an essential life skill – maths literacy is a must for everything from work tasks to identifying misleading information in the media to considering financial advice for buying a house or retirement.”
The Actuaries Institute, The Australian Mathematical Sciences Institute, The Australian Mathematical Society, the Mathematics Education Research Group of Australasia, the Statistical Society of Australia, and STA, have proposed a nationally consistent strategy to upskill out of field math teachers.
The costs would be split between the Federal Government to provide places and funding for a new Graduate Diploma and management of the program, and the states and territories to cover the costs of study time for teachers.
“This is a sensible and practical solution, and complements teachers’ resources to enhance learning,” said Mr Winn.
” The maths education of Australia’s young people is too important to be allowed to drift, and requires a coordinated approach across governments and throughout the country.”
