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Study of mathematics declines The study of mathematics, particularly higher mathematics, is important if Australia is to develop a scientifically literate workforce. Participation in mathematics study at higher levels is declining, and a recent paper begins to consider some of the reasons for this. Year 12 Students and Higher Mathematics: Emerging Issues, was presented at the Australian Association for Research in Education conference in 2007, and published in 2008. The authors were Mohan Chinnappan (University of Wollongong), Stephen Dinham (ACER), Anthony Herrington (University of Wollongong) and Dale Scott (University of Wollongong). A study that looked at the percentage of year 12 students studying mathematics from 1995 to 2004 found that while the overall percentage of students enrolling in Year 12 mathematics remained high (about 80 per cent), the percentage figures for advanced mathematics have declined, and there was a steady increase in the percentage of students enrolling in elementary mathematics. At the university level, the 2003 OECD Education report showed that only 0.4 per cent of Australian university students graduated with qualifications in mathematics or statistics, compared with an OECD average of 1 per cent. Enrolment figures for science and technology degree courses show that between 1989 and 2002 mathematical and physical sciences were the only areas to decline. Enrolments in all the other courses increased, especially in IT-based courses. The number of students completing a bachelor degree in mathematical sciences declined 44.8 per cent between 1989 and 2002, while the number of students completing an information technology degree increased 395.6 per cent. This raises the question of whether those with mathematical/scientific capability are taking up studies in ICT and science/ICT at the expense of mathematical and physical sciences. The reasons behind students’ choices whether to enrol in advanced mathematics subjects could include lack of career information and lack of understanding of the role of mathematics. The lack of quality and qualified teachers was also raised as an issue. A 2006 study revealed that eight per cent of high school mathematics teachers have not studied mathematics at tertiary level. Three in four schools experience difficulty recruiting suitably qualified teachers for mathematics classes. Many primary teachers feel under-equipped to teach mathematics and science. In a 2007 study of 160 Australian primary school teachers, they devoted only three per cent of their time to the teaching of science and 18 per cent of their time to teaching mathematics. There is concern that if students receive an insufficient grounding in mathematics and science in primary school, this will cause difficulties in secondary school. A study of Australian mathematics teachers found that only 64 per cent of schools now teach advanced mathematics, so lack of access to advanced high school mathematics courses may hinder some students. At the university level, there is concern that mathematics prerequisites have been lowered, which may undermine enrolment in secondary school mathematics. Stricter prerequisites could result in either more students undertaking mathematics at an advanced level in Year 12, or students not applying for courses with those prerequisites. Lack of access to university mathematics courses is also an issue. Only four universities have sufficient staff to teach mathematics to users of mathematics and statistics, and also to those doing advanced study in the field. The paper’s authors are designing a study in which a cohort of Year 10 students in NSW secondary schools will be surveyed and interviewed about their attitudes to and experiences of mathematics, and their plans for enrolment in mathematics in the future, including Years 11 and 12. The study will focus on the students’ reasons for choosing advanced or elementary courses, and the influence the advice of others and their beliefs about a career in mathematics have on their decision. The full paper, including references, is available on the AARE website Reference: Chinnapan, M.; Dinham, S.; Herrington, T. & Scott, D. (2007). ‘Year 12 students and Higher Mathematics: Emerging issues’, paper presented to Australian Association for Research in Education, Annual Conference, Fremantle, 25-29 November 2007. « Back to eNews
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The study of mathematics, particularly higher mathematics, is important if Australia is to develop a scientifically literate workforce. Participation in mathematics study at higher levels is declining, and a recent paper begins to consider some of the reasons for this.

Year 12 Students and Higher Mathematics: Emerging Issues, was presented at the Australian Association for Research in Education conference in 2007, and published in 2008. The authors were Mohan Chinnappan (University of Wollongong), Stephen Dinham (ACER), Anthony Herrington (University of Wollongong) and Dale Scott (University of Wollongong).

A study that looked at the percentage of year 12 students studying mathematics from 1995 to 2004 found that while the overall percentage of students enrolling in Year 12 mathematics remained high (about 80 per cent), the percentage figures for advanced mathematics have declined, and there was a steady increase in the percentage of students enrolling in elementary mathematics.

At the university level, the 2003 OECD Education report showed that only 0.4 per cent of Australian university students graduated with qualifications in mathematics or statistics, compared with an OECD average of 1 per cent.

Enrolment figures for science and technology degree courses show that between 1989 and 2002 mathematical and physical sciences were the only areas to decline. Enrolments in all the other courses increased, especially in IT-based courses. The number of students completing a bachelor degree in mathematical sciences declined 44.8 per cent between 1989 and 2002, while the number of students completing an information technology degree increased 395.6 per cent. This raises the question of whether those with mathematical/scientific capability are taking up studies in ICT and science/ICT at the expense of mathematical and physical sciences.

The reasons behind students’ choices whether to enrol in advanced mathematics subjects could include lack of career information and lack of understanding of the role of mathematics.

The lack of quality and qualified teachers was also raised as an issue. A 2006 study revealed that eight per cent of high school mathematics teachers have not studied mathematics at tertiary level. Three in four schools experience difficulty recruiting suitably qualified teachers for mathematics classes.

Many primary teachers feel under-equipped to teach mathematics and science. In a 2007 study of 160 Australian primary school teachers, they devoted only three per cent of their time to the teaching of science and 18 per cent of their time to teaching mathematics. There is concern that if students receive an insufficient grounding in mathematics and science in primary school, this will cause difficulties in secondary school.

A study of Australian mathematics teachers found that only 64 per cent of schools now teach advanced mathematics, so lack of access to advanced high school mathematics courses may hinder some students.

At the university level, there is concern that mathematics prerequisites have been lowered, which may undermine enrolment in secondary school mathematics. Stricter prerequisites could result in either more students undertaking mathematics at an advanced level in Year 12, or students not applying for courses with those prerequisites.

Lack of access to university mathematics courses is also an issue. Only four universities have sufficient staff to teach mathematics to users of mathematics and statistics, and also to those doing advanced study in the field.

The paper’s authors are designing a study in which a cohort of Year 10 students in NSW secondary schools will be surveyed and interviewed about their attitudes to and experiences of mathematics, and their plans for enrolment in mathematics in the future, including Years 11 and 12. The study will focus on the students’ reasons for choosing advanced or elementary courses, and the influence the advice of others and their beliefs about a career in mathematics have on their decision.

The full paper, including references, is available on the AARE website

Reference:

Chinnapan, M.; Dinham, S.; Herrington, T. & Scott, D. (2007). ‘Year 12 students and Higher Mathematics: Emerging issues’, paper presented to Australian Association for Research in Education, Annual Conference, Fremantle, 25-29 November 2007.

Study of mathematics declines