The State of Maths and Science in Australian

Schooling

Australian Council of Deans of Science AGM Sydney

21st October 2014

Professor Stephen Dinham OAM

Chair of Teacher Education |

Director Learning and Teaching

Melbourne Graduate School of Education

National President Australian College of Educators

International Test Results (2012)

• TIMSS (Trends in International Mathematics and Science Study)

– Year 4 Maths: 18th out of 50 countries– Year 4 Science: 25th out of 50 countries– Year 8 Maths & Science: 12th out of 42 countries

• PIRLS (Progress in International Reading Literacy Study) – Year 4 Reading: 27th out of 45 countries

• PISA (Programme for International Student Assessment)

[15 year olds] – Reading Literacy: =13th out of 52 countries.

Some Questions

• Caution needs to be exercised when inferring from such rankings – differences between nations are sometimes small and the metrics are different – but the overall trends should be of concern.

1. Why does Australia do relatively more poorly on these international measures of achievement in the primary years?

2. Why does Australia appear to make up ground against other countries between the middle primary and middle secondary years (although secondary performance is declining)?

3. Is this the result of ‘poorer’ teaching in the primary years and/or ‘better’ teaching in the secondary years, or are there other factors that might account for these differences?

The Maths and Science Cycle

There are significant literacy and developmental gaps when young people enter primary education.

The primary curriculum is overloaded with both ‘academic’ and ‘social’ aspects, making the role of the generalist primary teacher increasingly untenable.

Some primary teachers lack confidence and competence in teaching maths/numeracy and science – ‘cookbook’ science, ‘hands-on’ maths.

Attitudes, beliefs and achievement in primary maths and science powerfully predict secondary school performance in these subjects.

One third of 15 year old students are taught maths by an ‘out of field’ teacher and one quarter have an ‘out of field’ science teacher. This is worse in: government, low SES, regional and remote schools (Productivity Commission, 2012).

The Cycle

Significant numbers of years 11-12 maths and science students are taught by an ‘out of field’ teacher and senior students are avoiding the higher level maths and science courses (Chinnapan et al, 2007).

Undergraduate students are avoiding maths and science in favour of other areas such as IT.

It is difficult to attract suitable candidates to secondary maths and science teacher education courses and primary candidates may lack year 12 maths/science or have taken the lowest courses available.

And so it goes …

Expectations on Primary Teachers are Unrealistic and Untenable

• Primary schooling has suffered more than secondary when it comes to the overcrowded curriculum. Every time there is a problem in society there is someone advocating that it should be addressed within the primary curriculum, which in turn must be addressed in pre-service teacher education courses. Rarely is anything taken away to balance what is imposed.

• The results are an overcrowded and at times unbalanced curriculum, both in schools and in pre-service teacher education courses, putting pressure on teachers, time and resources.

Expectations on Primary Teachers are Unrealistic and Untenable (cont’d)

• Some of the ‘extras’ that society seems unable or unwilling to deal with include sex and sexuality, drugs, healthy food, homophobia, racism, environmental concerns, body image, bullying, bicycle safety, bomb education, weed identification, boys’ education, driver education, dog education, career education, manners, crime detection, stranger danger, child abuse, depression and forced marriage, to cite but a fraction of those advocated over the past decade.

• It could be argued that each of these issues is significant but the cumulative effects are deleterious.

Expectations on Primary Teachers are Unrealistic and Untenable (cont’d)

• As the primary school curriculum has become increasingly crowded with social ‘extras’, there has also been pressure imposed by greater external testing and reporting on the ‘basics’. It has thus become more difficult to train, professionally develop and support primary teachers. As the breadth of teaching increases, inevitably, depth and effectiveness decreases.

• If it is deemed important that these issues are to be addressed during the school day, primary teachers and schools need the input and support of trained (para-) professionals to provide the specialised knowledge needed to fulfil these ‘social welfare’ expectations.

Expectations on Primary Teachers are Unrealistic and Untenable (cont’d)

• The usual response is that there needs to be greater integration of these issues into the academic curriculum but something has to give; compromises and ‘watering down’ are inevitable. As it stands, the ‘academic’ and ‘social welfare’ workloads of the generalist primary teacher have made the role increasingly untenable, particularly in the context of greater external testing.

• There is a further layer impacting on teachers’ workloads and this concerns the increasing mandatory reporting and administrative burdens placed on teachers and schools.

A Degree of Specialisation is Needed in Primary Teaching

• A point has been reached where if effective teaching and learning are to occur in the primary years, a degree of teacher specialisation needs to be introduced. This is increasingly common in the non-government sector but less so in government schools.

• Whenever this is mooted, a common reaction is dismay that primary schools could adopt the perceived worst aspects of high schools.

• However there may be advantages in making the (upper) primary years more like secondary education. This could also make the primary-secondary transition less problematic, if in fact it is a problem (Dinham & Rowe, 2008).

A Degree of Specialisation is Needed in Primary Teaching (cont’d)

• High schools today are generally more orderly – at least academically speaking - than primary schools, although secondary teachers also suffer the effects of loss of teaching time through additional activities, issues and mandatory ‘perspectives’.

• The primary school day is fragmented with numerous disruptions and changes of activity and these are more intrusive than in the typical high school where to some degree timetables and subject allocations afford protection against loss of time and focus.

• In primary schooling it is difficult to finish anything and being generalists, primary teachers struggle to master and cover all aspects of the curriculum

A Degree of Specialisation is Needed in Primary Teaching (cont’d)

• Science is particularly problematic, as many reviews have demonstrated. Many primary teachers report they lack the knowledge and expertise to teach science effectively, resorting to ‘cookbook’ activities and thus science receives less attention and effective treatment in the typical school day than is intended or desirable.

• Maths or numeracy has also been highlighted as being problematic, with some primary teachers lacking a year 12 qualification in mathematics as well as confidence and competence in teaching the subject.

• Time devoted to preparation in maths and science content and pedagogy in primary pre-service teacher education is limited because of the necessity to cover all aspects of the primary curriculum, something compounded by the trend from four year undergraduate pre-service programs to two year graduate programs.

A Degree of Specialisation is Needed in Primary Teaching (cont’d)

• It is time the introduction of specialist maths and science primary teachers in (government) schools was seriously considered, especially given the shortages of secondary maths and science teachers (Productivity Commission, 2012).

• As maths and science specialist teachers enter primary teaching this will enable other generalist teachers to specialise more through being released from some of their present, subject-based responsibilities. Generalist teachers could also be supported through team-teaching with these subject specialists. Primary students may well welcome the variety and challenge resulting from greater teacher specialisation.

A Degree of Specialisation is Needed in Primary Teaching (cont’d)

• Under such an arrangement, primary school students (and teachers) would have the benefit of working with someone with a greater depth of knowledge, both content and pedagogic, and hopefully passion for their specialisation, which would provide a firmer foundation for student success in the primary years of schooling and in later secondary education.

• It has been demonstrated how important primary students’ attitudes towards maths and science are in predicting later achievement in these subjects.

• Problems such as low secondary engagement and achievement in maths and science, reluctance of senior secondary students to take the higher and more difficult courses in maths and science, the decline in participation in undergraduate maths and science subjects and courses and the shortages of applicants to maths and science teaching, have their origins in the teaching primary students receive in these subjects. This is a cycle that needs to be broken.

Reference

Dinham, S. (2014). ‘Primary Schooling In Australia: Pseudo-Science Plus Extras Times Growing Inequality Equals Decline’, keynote address, Australian College of Educators National Conference, Adelaide, 11th September. Available at: https://austcolled.com.au/sites/default/files/articles/primary_schooling_in_australia_pseudo-science_plus_extras_times_growing_inequity_equals_decline.pdf

One Response: (MGSE, UoM)

• The University of Melbourne has introduced specialisations in maths or science primary teacher education from 2014. Selected candidates will still be generalists but will complete at least 25 per cent of their two year Master of Teaching in either maths or science primary teaching.

• Subjects will be designed and delivered through close cooperation of education academics with science and maths faculties and departments

• See also Reconceptualising Maths and Science Teacher Education Programs (ReMSTEP) http://remstep.org.au/

AITSL - http://www.aitsl.edu.au/

• Australian Institute for Teaching and School Leadership http://www.aitsl.edu.au/

• Australian Professional Standards for Teachers (AITSL): https://www.youtube.com/watch?v=iuKceiCvMEg&feature=youtu.be

Australian Professional Teaching Standards for Teachers

18

Australian Professional Standards for Teachers

Dual purpose:

• improvement

• career progression

Map progression:

• Graduate

• Proficient

• Highly Accomplished

• Lead

AITSL RESOURCES

• Science workshops (linked to National Curriculum): http://www.aitsl.edu.au/docs/default-source/apst-resources/illustrations-of-practice-resources/iop00041.pdf?sfvrsn=2

• Interdisciplinarity for science & mathematics: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/detail?id=IOP00313

• Many others: http://www.aitsl.edu.au/search?q=science

ACARA - http://www.acara.edu.au/default.asp

Overview

• ACARA leads national collaboration to produce the Foundation to Year 12 Australian Curriculum.

• The Australian Curriculum sets consistent high standards for what all young Australians should learn as they progress through schooling. Across Foundation – Year 12, 30 subjects have been developed and published on the Australian Curriculum website. 

• All states and territories have commenced implementation of the Australian Curriculum. More information about implementation is provided on the Foundation– Year 10 and Senior secondary pages of the Australian Curriculum website.

• ACARA draws on the best national talent and expertise and consults widely to develop the Australian Curriculum. More information is provided about ACARA processes on the Development of the Australian Curriculum and Consultation  pages.

• ACARA is continuing to develop subjects within the Australian Curriculum, including the languages and work studies curricula. ACARA is also developing materials to support teachers as the curriculum is being implemented. To learn more about the progress of curriculum development for each learning area, go to the Learning areas/subjects page.

• In 2014, as a part of agreed monitoring and evaluation processes, ACARA is gathering information about the effectiveness of the Australian Curriculum and identifying ways in which the curriculum may be improved over time.

Science

• Shape of the Australian Curriculum: Science (2009)

• The Australian Curriculum in Science includes:– The

Foundation to Year 10 Australian Curriculum: Science– The senior secondary subjects of Biology, Chemistry,

Earth and Environmental Science and Physics.

Science: Foundation to Year 10

Science: Senior Secondary

Mathematics

• Shape of the Australian Curriculum: Mathematics (2009)

• The Australian Curriculum in Mathematics includes:– The Foundation to Year 10 Australian Curriculum:

Mathematics– The senior secondary subjects of Essential

Mathematics, General Mathematics, Mathematical Methods, Specialist Mathematics.

Mathematics: Foundation to Year 10

Mathematics: Senior Secondary

ETMST Grants (Chief Scientist / OLT)

http://www.olt.gov.au/maths-and-science-teachers

ETMST Projects

1. Macquarie University – Title: Opening real science: Authentic mathematics

and science education for Australia – Lead institution: Macquarie University – Partner Institutions: Australian Catholic University,

Charles Sturt University, The University of Notre Dame Australia, University of Canberra, University of Western Sydney, Australian Astronomical Observatory, CSIRO, and Las Cumbres Observatory Global Telescope Network (USA)

ETMST Projects

2. Queensland University of Technology – Title: Step up! Transforming mathematics and

science pre-service secondary teacher education in Queensland

– Lead institution: Queensland University of Technology

– Partner Institutions: Australian Catholic University, Griffith University, James Cook University, The University of Queensland, and Queensland Department of Employment, Training and Education

ETMST Projects

3. Southern Cross University – Title: It’s part of my life: Engaging university and

community to enhance science and mathematics education

– Lead institution: Southern Cross University – Partner Institutions: CQ University Australia,

University of Ballarat, University of New England, University of Southern Queensland, University of the Sunshine Coast

ETMST Projects

4. The University of Melbourne – Title: Reconceptualising mathematics and science

teacher education programs – Lead institution: The University of Melbourne – Partner Institutions: Deakin University, La Trobe

University, Monash University and Victorian Department of Education and Early Childhood Development

ETMST Projects

5. The University of Queensland – Title: Inspiring mathematics and science in teacher

education – Lead institution: The University of Queensland – Partner Institutions: James Cook University, The

University of Newcastle, The University of Sydney, University of Tasmania and University of Wollongong

ReMSTEP - Highlights

• Reconceptualising Mathematics and Science Teacher Education Programs (ReMSTEP)

– Professor Stephen Dinham (Project Leader) • The University of Melbourne

– On behalf of partner institutions:• Deakin University, La Trobe University, Monash University,

DEECD Victoria

• This project will develop new teacher education practices that align contemporary mathematics and science with innovative and engaging pedagogy through a focus on practice.

• Teacher education activities will be integrated across a range of educational settings and world‐class research sites.

• There will be a legacy of new courses, resources and productive alliances but most importantly, a cohort of better equipped, more confident and competent primary and secondary teachers of maths and sciences.

• ReMSTEP is funded ($3.2m) by the Chief Scientist / OLT over three years (2014-2016).

Web site and Project Launch videos:http://remstep.org.au/

The ReMSTEP Project

Innovation 1: Contemporary science and mathematics in integrated science and pre-service units of study.

Innovation 2: Undergraduate science students engaging with schools.

Innovation 3: Science specialisations within primary pre-service programs.

Innovation 4: Specialist Science and Technology Centre collaborations.

Innovation 5: Practicum opportunities in world class research environments.

Innovation 6: Building on existing student expertise in science and mathematics.

Innovation 7: Building a recruitment pipeline of high potential mathematics and science teachers.

Success through Seven Innovations

Partner Activity snapshot – 2014/2015

Deakin University • Collaborations with specialist science centreso Institute for Frontier Materials o Gene Access Technology Centreo Melbourne Museum

La Trobe University • Collaborations with specialist science centreso Quantum Victoria

• Scientists as Partners in Education (SPIEs) imitative – partnering pre-service teachers with mid-career scientists

Melbourne University • Collaborations with specialist science centreso Gene Access Technology Centreo Melbourne Museum

• New units of study• Specialist pathways – MTeach (Primary)• MTeach Secondary focus

Monash University • New units of study – MTeach and BSc• Vertical double degree across Science and

Education

Partner Activity

• Melbourne and Deakin Universities collaborating with GTAC in 2014-2015

• Three new topics to be developed:o Stem Cells (Secondary)o Bionic Eye (Secondary)o Adaptations (Primary)

• Design teams: ReMSTEP, GTAC, scientists, science and education faculty, mathematicians and pre-service teacher candidates from Melbourne and Deakin Universities.

• Materials to be evaluated and trialled at schools, including rural and outer metropolitan.

• Active dissemination of professional learning to follow resource development, including teacher professional development.

Some Activity in detail

Images from the Bionic Eye brainstorming session at GTAC – August 18, 2014

Collaborations with Specialist Centres: Gene Access Technology Centre (GTAC)

Activity in detail

Science and Maths Specialist Pathways and integrated pre-service units of study:Melbourne Graduate School of Education

Science and Maths Specialist Pathwayso MTeach (Primary) Coordinator: Dr Melody Andersono Aim: graduation of a select group of teachers with

specialised knowledge in Maths and Science teachingo Status: structure is completed, first cohorts of students in

Maths and Science streams are selected

New Science and Maths Elective – MTeach ( (Primary)

o Elective co-ordinator: Dr Christine Redmano Offered as part of Science / Maths specialist pathwayso Joint expertise from education, science and maths staffo First subject: Physics (Forces) is running nowo Structure: workshops at MGSE are combined with

related activities and teaching in primary schoolso Pedagogical approaches are used to support active

inquiry-based learning and teaching

Images from the Science and Maths workshop at MGSE – September 17, 2014

Discussion

• Ken Boston, member of the Gonski committee (2013):[T]he decline in the performance of our schools in reading, mathematics and science across the past decade or more … [is a situation that] is entirely self-inflicted. …Independent international studies of Australian school performance show that we are in trouble and have been so for at least two generations of schooling. Our business model for school funding – based on the funding of sectors rather than the funding of schools according to the job to be done – has comprehensively failed in the long term.

Discussion

It has failed for two reasons. First, it has led to Australia having one of the most socially segregated education systems in the OECD. Across the world, there is a positive correlation between socioeconomic advantage and educational performance: in Australia, socioeconomic disadvantage has a greater adverse effect on educational achievement than in any other comparable OECD country. …Second, there is no real competition between sectors. The sector-based business model has failed to create an even playing field on which government, Catholic and independent schools can compete to drive up school performance.

Conclusion: Key Issue and Questions

• Who will fund and who will provide the necessary professional development for teachers to successfully implement and work with the curriculum?

• Who will fund and who will provide the necessary teaching resources for teachers to successfully implement and work with the curriculum?

• The degree to which jurisdictions will fully adhere to and implement the national curriculum due to division of funding and responsibilities.

• Lack of common national assessment F-Year 10, Senior.

• Concerns over equity (see over).

Conclusion

• The biggest equity issue in Australian education is a quality teacher in every classroom (Dinham, 2011). There is a need to ensure that those entering teaching are of the highest quality and that teachers are well trained and supported over their careers to be the best they can be.

• There is a need to ‘enable teachers to develop a critical attitude toward the information they receive and examine scientific evidence before including … findings into their teaching practice’ (Dekker et al., 2012).

Conclusion

• The present deficiencies in the teaching and learning of maths and science – apparent in many nations - will only be addressed by breaking the cycle referred to earlier.

• We need to ‘halt the slide’ and create an upward cycle whereby teachers are adequately prepared, supported and developed and students are enthused and equipped to succeed in the study of maths and science.

References

Chinnapan, M.; Dinham, S.; Herrington, T. & Scott, D. (2007). ‘Year 12 students and Higher Mathematics:  Emerging issues.’, refereed conference proceedings, AARE Annual Conference.

Dinham, S. (2014). ‘Primary Schooling In Australia: Pseudo-Science Plus Extras Times Growing Inequality Equals Decline’, keynote address, Australian College of Educators National Conference, Adelaide, 11th September.

Dinham. & Rowe, K. (2008). Teaching and Learning in Middle Schooling: A Review of the Literature. Wellington, NZ: New Zealand Ministry of Education.

Productivity Commission. (2012). Schools Workforce. Canberra: Australian Government.

Thomson, S., Hillman, K., Wernert, N., Schmid, M., Buckley, S., & Munene, A. (2012). Highlights from TIMSS & PIRLS 2011 from Australia’s perspective. Melbourne, Australia: ACER.

Thomson, S.; De Bortoli, L. & Buckley, S. (2013). PISA in Brief: Highlights from the full Australian Report: PISA 2012: How Australia Measures Up. Melbourne, Australia: ACER.

Thank You

© Copyright The University of Melbourne 2009