Indigenous students are eight times more likely to fall behind in maths by Year 9 than non-indigenous students, dampening regional innovation according to the Australian Mathematical Sciences Institute’s (AMSI) 2017 Discipline Profile of the Mathematical Sciences.
Figures in the Institute’s latest report card on the health of the mathematical sciences pipeline show at least 17.4 per cent of indigenous Year 9 students are below minimum maths standards by Year 9 compared to only 2.1 per cent of their non-indigenous peers. This figure jumps to over 50 per cent in remote areas.
“This has disaster written all over it. Without a swift coordinated response, entrenched educational disadvantage will lock these students out of employment opportunities,” says AMSI Director, Professor Geoff Prince.
An equitable future means more Indigenous Australians and women in maths
In an age of big data and automation, regional industry is increasingly reliant on a mathematically literate workforce. Low representation of indigenous and female students among Australia’s high maths achievers remains a challenge for skill supply.
AMSI’s latest figures show only 0.7 per cent of indigenous students attained band 10 compared to 8.6 per cent of non-indigenous. Female participation also remains low with less than 7 per cent of Year 12 girls participating in advanced maths in 2016 compared to over 13 per cent of boys.
“20 years of low female participation and entrenched regional educational inequality continues to drive a maths deficit. If we do not build this capability, employers will seek skills overseas or relocate their research endeavour,” says Professor Prince.
According to Professor Prince, out-of-field teaching and a mathematical skill deficit in the classroom are significant causes.
“As well as geographic location and parental engagement, teacher training and access to mathematical expertise in regional classrooms play a critical role,” says Professor Prince.
National leadership a must to tackle out-of-field teaching
In Australia, at least 26 per cent of Years 7 to 10 maths classes are taught by an out-of-field teacher. This climbs to over 40 per cent in regional and low socioeconomic areas, more than triple the international rate of 12 per cent.
“Regional and remote schools are most likely to suffer severe out-of-field teaching. National leadership is needed to address the planning vacuum and create at scale professional development programs,” says Professor Prince.
To combat increasing teacher maths anxiety, AMSI is calling for on-the-ground professional development for existing regional and remote teachers and support staff to increase expertise and the retention of maths qualified teachers.
“Training is critical to build teacher capability and confidence, particularly amongst indigenous teacher support staff who have a long-term classroom and community presence,” says Professor Prince.
Recruitment of indigenous and female mathematics teachers from Australian university mathematical sciences departments remains a priority to boost classroom skill levels. With women accounting for only 23 per cent of the academic mathematical sciences workforce and only four AMSI member academics and 151 students out of 10,000 identifying as ATSI, underrepresentation has the Institute worried.
“These numbers do not bode well for future indigenous teacher supply. Without decisive action this will only contribute to the systemic cycle of disadvantage entrenched in these communities,” says Professor Prince.
Media Resources:
Discipline Profile: amsi.org.au/discipline-profile-2017
- ATSI Summary: Discipline Profile 2017-atsi-summary.pdf
- Gender Summary: Discipline Profile 2017-gender-summary.pdf
- Data Highlights: Discipline Profile 2017-highlights
AMSI Policy Document: amsi.org.au/improving-maths-grades
For Interview:
Professor Geoff Prince, AMSI Director
Janine McIntosh, AMSI Schools Program Manager, Choose Maths Project Director
School Access for Interview
Media Contact: Laura Watson
E: media@amsi.org.au
M: 04215 18733
P: +613 9035 3683
