Australia has been too slow to rule out 'faddish but unproven' maths teaching methods in schools, report says.

A recent report from the Grattan Institute has shed light on a significant challenge facing the Australian education system: the persistent underperformance in mathematics among students. According to the findings, one in three Australian students fails to achieve proficiency in maths, with particularly stark disparities noted between disadvantaged and advantaged students. The study indicates that over the past decades, 'faddish and unproven' teaching methods have adversely impacted the teaching and learning of mathematics, leading to widespread deficiencies in basic math skills. This situation is echoed by alarming statistics: a global test indicated that only 13% of year 4 students in Australia excel in maths, compared to 22% in England and an astonishing 49% in Singapore. The report emphasizes that many primary school teachers lack the confidence and necessary training to effectively convey mathematical concepts, with about 21% expressing significant concern over teaching the subject. Moreover, principals acknowledge that a substantial portion of teachers hesitate to teach crucial higher-year maths topics. Experts, including Dr. Jordana Hunter, stress that the current trajectory is unsustainable, describing a 'vicious cycle' whereby students enter high school without the necessary foundational skills, thereby exacerbating issues of underachievement. To address these issues, the Grattan report advocates for a comprehensive 10-year strategy that aims to raise numerical proficiency across Australia significantly. Key recommendations include increased investment in professional development for teachers, the establishment of clear national guidelines on effective maths teaching practices, and a commitment to achieve 90% proficiency in numeracy as measured by NAPLAN. While the recommendations are ambitious, they are seen as crucial for elevating Australia's standing in mathematics education and ensuring future generations possess the necessary skills for successful employment. The call to action is clear: for Australia to maintain its competitive edge, immediate and evidence-based changes must be enacted within the educational landscape, particularly in the teaching of maths.