‘Australia has a maths problem.’
Australia has a maths problem, reports the Grattan Institute.
That’s the first sentence in the Grattan Institute’s latest report - The Maths Guarantee: How to boost students’ learning in primary schools.
Confronting, right?
But who or what is the Grattan Institute?
I’ve included the link, but basically, they are an independent body who engages in rigorous data analysis and then provides practical advice as to how governments should/could solve whatever problem the data tells them that we have.
And in this case, it’s maths!
Amy Hayward, the Deputy Program Director in Grattan’s Education Team, starts her podcast with “One in three Australian students are failing to achieve proficiency in numeracy according to 2024 NAPLAN results. That is worrying because maths is essential for daily life. Calculating the impact of your interest rates on your mortgage or paying taxes or just budgeting for that next family holiday. Maths is essential to all of those tasks.”
The data doesn’t lie.
Our rankings, our scores, our … everything … in maths has been on the decline for many years.
This report is a huge concern. It makes me sad. It makes me angry. But it also drives me to want to help parents even more, because I know, deep down in my bones, that we can turn this ship around - together.
The report goes on to say that ‘The problem begins in primary school. Maths learning gaps emerge early and compound over time. Without solid foundations in place, many students flounder in secondary school, fuelling a cycle of underachievement and disengagement from learning.’ (p7)
And no, I am not ‘teacher-bashing’ here. Far from it! Our teachers are under a HUGE, and unrealistic, load, and constantly have all the eyes on them and fingers pointed at them. All. The. Time.
I know. I was there not so long ago!
However …
Because maths is cumulative, our primary school kids need to have strong foundations in order to build future success. Gaps in their knowledge accumulate and become big problems down the track, usually at the back end of primary and in secondary school.
“The [2024 NAPLAN] Year 7 results show that 1 in 3 students lack the proficiency expected by the end of primary school, with 1 in 4 achieving below the level of the average Year 5 student just as the pace of maths learning begins to accelerate.” (p13)
“Consequently, Year 7 teachers are forced to grapple with wide spreads in students’ maths ability. In the typical class, there is a five to seven year gap in achievement.” (p14)
The report also states that “PISA (Programme for International Student Assessment) shows an alarming decline in the maths skills of 15-year-olds. The achievement of the average Year 10 student in 2022 was about 10 months behind the average in 2012, and about 20 months behind the average in 2003.” (p10)
This means that we have too many of our 15-year-olds who are not achieving at school but are also not ready for the work force.
The report details the extent to which this is currently a problem. “Poor maths skills also cause perennial issues for employers. In one survey,74 per cent of Australian businesses said inadequate maths and literacy skills affected them, with 17 per cent reporting that they were highly affected.” (p12) and we know that “Adults with weaker maths skills have worse job prospects and are more likely to struggle with routine tasks like budgeting and understanding health guidance.’ (p3).
It all seems fairly bleak.
But all is not lost…
What can we do to help?
I’m not going to delve into what the report says for this, as it is directed at what government can/should/could/must do.
I look at it with the eyes of a teacher, a mother, an aunt, a grandmother, an adult who wants to see all children become the best versions of themselves, to reach their potential …
So …
If we start at the end, and work backwards …
We need to think about what we want for our child when they leave school, at whatever age that may be.
If we want them to be happy, productive contributors to the world, making it a better place, they need to be able to function in the world, at a basic level at least.
If we want them to function successfully, however that looks, they need to stay at “school"‘ - again however that looks - for as long as possible, which means they need to be doing ‘ok’ at school.
If we want them to do at least ‘ok’ in secondary, we need to make sure they enter Year 7 with the foundational skills that are required so that when the concepts start to ramp up, they are ready for it.
If we want them to have those foundational skills, our children need to be leaving primary school having those firmly ingrained in their long-term memory, …
And if we want them to have these skills as part of their long-term memory, they need practice. And that begins from day one of Kindergarten, so WE have to play a part.
WE - as in parents.
Our teachers are doing all they can do.
We have to help too. We can’t just drop them at the school’s front gate, dust off our hands and think that’s it.
And I hear you - you’re busy.
Yes. Yes, you are.
But you’re also amazing at finding time for the things that are really important. And THIS is REALLY important.
Let’s not wait for our child to experience problems.
Our kids’ “disposition towards maths is largely established in the primary school years” (p14) so we need to let them experience the fun and joy that maths can bring. Just because you may not feel that way, doesn’t mean we should rob our children of the opportunity to flourish.
And if you’re not sure how to help … well, you’re already in the confines of the website, so sign up for the year your child is in and learn about what they will learn.
And when you know what they’ll learn, you’ll be able to help.
And then you’ll know that you have done everything you can to help.
So, let’s get started …
