To build fluency in mathematics, students engage in timed practice, which fosters both accuracy and flexibility when approaching more complex problems. Coulson’s school has mapped its math curriculum to span the entire seven years of a child’s educational journey, emphasizing revisiting learned concepts to strengthen memory retention. This strategy contrasts with the traditional “inquiry-led learning” model, which encourages students to uncover information through critical thinking. Instead, the new approach is more prescriptive, focusing on clarity and precision in teaching methods. Coulson emphasizes the necessity of eliminating unnecessary components from the curriculum to improve explicit instruction.
Hunter points out the need for a comprehensive, long-term strategy from state government schools and various educational sectors aimed at boosting teacher confidence and student performance. He advocates for a decade-long commitment to achieving a 90% proficiency in numeracy, assessed through standardized tests like NAPLAN. The motivation for these changes stems from a national study revealing that one-third of Australian students lack math proficiency, with issues affecting both disadvantaged and affluent families. The study suggests that creating “master teachers” and math hubs can facilitate knowledge sharing between high-performing and struggling primary schools.
The recent Victorian state budget allocated $46 million to bolster math skills in classrooms, funding initiatives including a new numeracy screening tool for Grade 1 students, set to launch in 2026. This tool aims to help educators identify students needing additional support. An additional $2.4 million has been earmarked for an “advanced math camp” for 1,000 students in grades 9 and 10. Deputy Premier and Minister for Education, Ben Carroll, asserts that the government is committed to establishing best practices in math education, highlighting the introduction of a Mathematics Position Statement. This statement emphasizes evidence-based practices alongside ready-to-use lesson plans, while also appointing four expert teachers as Victorian Maths Ambassadors.
Despite these initiatives, Hunter emphasizes that more action is required. The slow pace of governmental processes can hinder timely improvements for students, especially when effective teaching strategies have been clearly established. He encourages parents to engage with schools regarding their math instruction methodologies and the research backing them, to ensure that there are supportive plans in place for students who may be struggling. This proactive approach involves parents advocating for accountability from schools regarding student performance and support systems.
David Suter, the principal of Sunshine Heights Primary School, has recently implemented systematic math instruction for prep students in collaboration with other local schools. He expresses optimism about the upcoming NAPLAN results for his current Grade 1 students, noting that their performance thus far has been “exceptionally high.” However, he acknowledges the challenges associated with applying explicit instruction in practice, emphasizing the importance of collaboration with high-performing schools to achieve effective outcomes.
Suter highlights that making significant, bold changes in teaching methods is essential for fostering student success. The call for educators to take innovative approaches reinforces the idea that continuous improvement in math education hinges on collaborative learning environments and evidence-based practices. Overall, collective efforts from schools, government, and families are vital to establish a robust math education framework that adequately prepares students for their academic futures. This multifaceted approach to math instruction aims to eradicate proficiency gaps, ensuring that every student has the opportunity to thrive in mathematics.
