Understanding the Urgency

As a Mathematics teacher I am really enthusiastic about the subject I teach. Sadly, when I share with other adults and parents of my students my passion for maths I often hear the response 'Oh, I was terrible at Maths at school!' It seems for far too many of us our school experiences of Maths has dampened our enthusiasm for the subject. Jo Boaler, Professor of Mathematics Education at University of Sussex, UK, makes this fairly blunt but pertinent statement in the opening of her book 'The Elephant in the Classroom';

"Far too many students hate maths. As a result adults all over the world fear maths and avoid it at all costs. Mathematics plays a unique role in the learning of most children - it is the subject that can make them feel both helpless and stupid. Maths, more than any other subject, has the power to crush children's confidence, and to deter them from learning important methods and tools for
 may years to come".

Now, I know the above quote is to the point, but the state of play in Australia is not that different from the  UK. Consider the following quotes;

New apprentices ….. (have) skills in maths and physics so poor as to endanger plans for the national broadband network. (Sydney Morning Herald, April 4, 2011)

There has been a long-term decline in intermediate or advanced maths in Year 12. In 1995, 14 per cent of Year 12 maths students were studying advanced mathematics, while 37 per cent were studying elementary maths. But 15 years later, the numbers are changing; 10 per cent were studying advanced maths, while 50 per cent took the easiest option. (Sydney Morning Herald, Feb 8, 2012)

Maintaining Australia's international competitiveness relies heavily on a strong mathematical skills base. A 30% decline in enrollments in intermediate and advanced Year 12 mathematics subjects over the past 15 years is choking graduation rates in the mathematical sciences to levels far below the OECD average. This impedes the training of mathematics teachers, reduces the staffing of mathematics and statistics departments and restricts the supply of PhD graduates. The Commonwealth, States and the universities must act together to reverse this trend. (Maths for the future: Keep Aust. Competitive conference, A.M.S. Institute 8th Feb, 2012).

These concerns are not a recent development. Consider the two quotes from Australian mathematics conferences four to six years ago;

Concerns are currently being expressed about Australia’s capacity to produce a critical mass of young people with the requisite mathematical background and skills to pursue careers in Science, Technology, Engineering and Mathematics to maintain and enhance this nation’s competitiveness. These concerns permeate all levels of learning and skill recognition, with programs to assess mathematical achievement of primary and early secondary students regularly identifying areas that require concerted action (Maths? Why Not? March, 2008. p.iii).

Australia will be unable to produce the next generation of students with an understanding of fundamental mathematical concepts, problem-solving abilities and training in modern developments to meet projected needs and remain globally competitive (Mathematics and Statistics: Critical Skills for Australia’s Future, 2006. p.9).

Mathematics can be a fascinating study of patterns and relationships that exist in the world. So why is it then that this educational dilemma exists? Unfortunately, quite often the maths of classrooms involves students sitting in neat rows facing the front of the classroom with the teacher going step by step explaining methods with students watching passively in silence. This is then followed by students copying down these methods demonstrated by the teacher and followed by reproducing the steps accurately over and over again. This is often known as the 'traditional' approach to maths education. Unfortunately, very few students are good at understanding mathematics when it is presented to them in such a way. Very few students are eager to go to maths lessons at school when this is the only approach they are offered.

On the other hand, when mathematics is taught in such a way that involves problem solving, creating ideas and representations, discussing methods with other students in groups - then mathematics becomes multidimensional with students having so many more ways to demonstrate their understanding and experience success. To me, teaching mathematics means teaching a version of the subject where students are active participants in their learning, are recognised for their ideas and are expected to communicate with their peers on high level mathematical work.

Why is the traditional approach so prevalent in schools? There are a number of factors but it primarily comes down to what we believe maths is and how we think it should be taught. Refer to the 'What is Maths?' tab at the top of the page to follow this discussion.