Mathematics — Going for gold or settling for the mediocre?

In the leadup to a national conference on the Third International Mathematics and Science Study (TIMSS), the Australian Mathematical Sciences Council (AMSC) claims that if the results published so far were the Olympics games there would be a national outcry.

Ms Jan Thomas, AMSC Vice President and FASTS Board member, noted that Australia's mediocre performance at the Montreal Olympics led to national dismay and action to establish the Australian Institute of Sport. "Yet a similar result in mathematics, just above the international average, but nowhere near gold, is accepted as satisfactory," she said.

She added: "We saw the rewards of Australia setting its mind to improving its sporting results.
Why isn't there a similar will to do the same in mathematics?"

Ms Thomas contrasted the reaction in Australia to the TIMSS results for 9 year olds with that of American President Bill Clinton. "President Clinton went into the rose garden at the White House and thanked the parents, teachers and students for what they had achieved. Then he went on to say how he would help them do even better," she said.

"Australia has consistently done a little better than the US on international tests but I think this is about to end. Australia seems content with being just out of the medals; gold is just too hard. America is going for gold," she added.

Ms Thomas will table a discussion paper at the conference being held in Melbourne on 12–14 October. It suggests 15 actions to improve mathematics in Australia, including the establishment of a national centre for research in mathematics teaching and learning partly funded by education systems and the reconsideration of the current "numeracy benchmarks" project for primary students.

Contact: Australian Mathematical Sciences Council, PO Box 218, Deakin West ACT 2600, phone: (02) 6257 2891, fax: (02) 6257 2897.

The full discussion paper is available by fax during business hours from Ms Linda Scott 03 9688 4409 or via email (including evenings and weekends) from JanThomas@vut.edu.au.

Fifteen suggested actions

State and Federal ministers need to consider ways of developing long term policies for education in full consultation with people who can give considered, independent and expert advice.
The TIMSS study should be seriously considered for what can be learnt that will lead to improvement in mathematics education with acknowledgment that being somewhere in the middle rank is not good enough.
The 1998 budget needs to consider incentives for universities to maintain student places in areas of strategic importance such as engineering and science.
A national centre for research in mathematics teaching and learning should be established and education systems should make a substantial contribution to its establishment and running costs.
There should be a review of mathematics teaching in the TAFE sector to establish whether appropriate levels of achievement are being met. The review should include information on the mathematics and teaching qualifications of those teaching mathematics and whether students have options of alternate pathways within course offerings.
Teachers of mathematics to adults in TAFE and other vocational education and training settings are professionally isolated. Funding should be provided through the Australian National Training Authority for the establishment of a national professional association for these teachers.
Special provision should be made for teachers currently teaching mathematics without appropriate qualifications to acquire the necessary content and teaching skills in mathematics.
Guidelines should be established for time in the curriculum for mathematics. These should include consideration of the special needs of some groups.
Provision of professional development must be improved. Teachers undertaking post-graduate courses in universities which attract HECS or up-front fees should be rewarded by higher salaries.
The incentives being offered by the Queensland government should be extended to other states where there are teacher shortfalls.
The mathematics teacher professional associations, in consultation with relevant university representatives, should be encouraged to initiate registration of qualified mathematics teachers.
The mismatch between school and university timetables should be investigated to maximise access to recognised courses for teachers.
Either science and technology awareness programs must include mathematics or a separate program is needed for mathematics. The "Maths Multiplies Your Choices" could be a useful model.
The current 'numeracy benchmarks' for primary students should be reconsidered by a working group of experts in mathematics education. This review should consider possible assessment strategies.
Consideration should be given to state governments using any benchmarks developed as a guide to their assessment and reporting. The federal government should take a more direct role in monitoring improvement using more sophisticated sample testing to generate richer data.

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