Australia is initiating a focused review of its national mathematics curriculum, specifically targeting the first three years of schooling. Announced at a meeting of education ministers, this review aims to address a concerning trend: a significant decline in numeracy skills among young Australians. Over the past two decades, Australian students have consistently underperformed in mathematics compared to their peers in other countries. Alarmingly, recent data shows that nearly half of 15-year-olds lack proficiency in maths, according to the National Assessment Program – Literacy and Numeracy (NAPLAN).
The implications of this decline extend beyond academic performance. Australia currently graduates roughly half as many engineers per capita as comparable nations. Additionally, the performance gap between boys and girls in mathematics is wider than in almost any other country. By the time students reach early high school, many express a dislike for the subject, and approximately one-third report experiencing anxiety related to maths. These issues highlight the need for intervention at an early stage in a child’s education.
Focus on Foundational Skills
The upcoming curriculum review is seen as a pragmatic approach rather than a complete overhaul, especially with a recent update to the national curriculum still being implemented. Education experts emphasize that the early years are crucial for establishing a solid foundation in mathematics. The review must prioritize the teaching of fundamental number concepts, ensuring that valuable classroom time is allocated to foundational skills that children will build upon.
Current classroom practices often allocate excessive time to activities like colouring patterns or sorting shapes. This not only detracts from essential learning but also fails to signal where significant educational gains can be achieved. The curriculum must emphasize counting confidence, quick recognition of small quantities, and basic addition and subtraction skills, allowing students to use their knowledge without relying on finger counting.
Teaching Strategies and Assessment Improvements
To enhance the quality of mathematics education, the review should promote explicit teaching methods. An earlier draft of the curriculum was revised after feedback from experts who cautioned against over-reliance on discovery-based learning approaches. Research indicates that young children grasp mathematical concepts more effectively when they are presented clearly and practiced immediately.
Fluency in mathematics is not synonymous with rote memorization; rather, it allows students to master essential content and procedures, which frees up cognitive resources for tackling more complex problems. Just as learning letter-sound relationships is vital for reading, mastery of basic number facts is crucial for mathematical success.
Furthermore, improving assessment methods is essential for identifying students at risk of falling behind. Current evaluation tools often fail to measure the most critical skills effectively and tend to be time-consuming, as they are typically delivered on a one-on-one basis. In recent years, the Centre for Independent Studies has advocated for universal early numeracy screening to facilitate early identification of students needing support. This initiative is expected to be implemented across schools in Australia within the next year.
The Early Number Sense Screener for Australia (ENSSA) has been trialled in approximately 200 schools, demonstrating strong potential to identify at-risk children early. This approach will help educators provide informed guidance and monitor student progress effectively.
Turning around Australia’s disappointing mathematics results will require time and sustained effort. If the upcoming curriculum review successfully centers on early number sense and integrates it with the new numeracy screening protocols, it could lead to significant improvements in the education system and, most importantly, benefit the students who need it most.
Glenn Fahey, program director in education policy at the Centre for Independent Studies, has highlighted the critical nature of this initiative, noting that a focus on foundational skills can pave the way for a brighter future in mathematics for Australian students.
