A review of the mathematics and statistics education provided by both Australian schools and universities has been conducted by the Group of Eight (Go8) and the results are grim.
According to the Go8, "the state of the mathematical sciences and related quantitative disciplines in Australia has deteriorated to a dangerous level, and continues to deteriorate."
The review found that in 2003 the percentage of Australian students graduating with a major in mathematics or statistics was 0.4 per cent, compared with an OECD average of 1 per cent.
Between 2001-2007, the number of mathematics major enrolments in Australian universities fell by approximately 15 per cent.
In contrast from 2002 to 2006 the number of applicants to mathematics degrees in Britain increased by two-thirds.
Even more interesting is the attitude of school students towards mathematics. Only 33% of Australian year 8 mathematics students said they enjoyed maths - compared to an international average of 54%. In fact Professor Cheryl Praeger, Winthrop Professor in the School of Mathematics and Statistics at the University of Western Australia commented that "very bright" students were entering Go8 universities inadequately prepared for university mathematics because of the poor state of maths tuition in schools.
Thus, an increasing number of students will be taught secondary school mathematics at university through expensive "enabling" programs.
She warned Australia risked becoming a Third World country if it failed to move quickly to arrest the decline in mathematics.
It seems that mathematics and the enabling sciences, isn’t even on the radar of interest of Australian school students. How do we as a profession tackle this? Is it even a problem – or is it someone else’s problem?
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