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• Australian students ’ achievement fell to the equivalent of the OECD average for the first time .
• Compared to the average Australian student in 2003 , an Australian student in 2018 is the equivalent of around 14 months behind .
• Nearly half ( 46 per cent ) of 15 yearolds don ’ t reach the national standard of proficiency in mathematics .
But according to the Macquarie experts , comparing tests is more “ nuanced ” than what ’ s presented .
“ Claims about comparisons in international tests are complex and more nuanced than the report suggests . For example , cultural issues have a major influence on how and what students learn ,” they argue .
“ Evidence in the report about classroom teaching practices in Australian schools does not appear to be very robust . For example , the study by Mosvold compares teaching in Japan and The Netherlands , and much of the other evidence relies on students ’ perceptions ( e . g ., the PISA survey ).”
Constructivist versus instructionist / explicit teaching of mathematics in ITE courses The new CIS paper , titled Failing to teach the teacher : An analysis of mathematics Initial Teacher Education , examined ITE courses spanning 31 Australian universities .
“ Based on an analysis of 90 mathematics units from the Bachelor of Education ( Primary ) courses of 31 universities , there is virtually no evidence of ITE where explicit instruction is clearly emphasised ,” the authors note .
“ Of the 31 universities , 27 clearly emphasise constructivist approaches , while four are either ambiguous or emphasise a range of teaching approaches . No mathematics units from any of the universities in the analysis appear to have a clear emphasis on explicit instruction .
“ There were just two mentions of explicit instruction … across the 90 unit outlines analysed .”
This bias towards constructivist approaches can also be seen in the prescribed texts , the CIS analysis contends . “ Supporting texts commonly used in ITE courses clearly promote constructivist approaches to teaching mathematics . For example , Helping Children Learn
Mathematics by Reys et al ., the most commonly prescribed textbook in the units that we studied , states :
‘… there is a definite shift towards constructivist approaches . Learning is seen less as information being ‘ poured-in ’ through direct instruction , and more about the development of concepts and processes through facilitation of rich learning experiences .’ ( page 30 , 3rd ed .).’
“ The second most commonly prescribed text , Teaching Primary Mathematics by Booker , Bond , Sparrow and Swan , also privileges constructivist approaches :
‘ When children construct their own mathematics , that knowledge is both personal and owned ; something over which they have control so that their learning experiences empower them rather than leave them relying on procedures that have been developed by someone unknown , in response to problems that are no longer remembered , from a time and situation that no one can recall . ( page 17 , 5th ed .).’”
It ’ s important to note that Fahey is not completely against the use of student-led or inquiry learning : however , the main argument put forward in the paper is that it should be used only when students have acquired the knowledge and skills to benefit from it .
How is this reflected in teacher practice ? Report co-author Dr Glenn Fahey , an education research fellow at the CIS , blames the lack of teacher-led approaches observed on an ideological bias among teacher educators , which denies beginning teachers a more “ balanced view ” on teaching effectively . Fahey contends this is a major reason why teachers are underprepared for classroom practice and why student outcomes have been steadily declining .
The report adds that Australian educators use teacher-led instruction less frequently in mathematics classrooms than other highperforming education systems in Singapore , Shanghai , Hong Kong and Taiwan . Further , it estimates that an average 15-year-old would be roughly 10 months ahead of their current achievement levels if they received mainly teacher-led instruction .
“ It is perhaps unsurprising that the analysis of ITE courses aligns with evidence from international comparisons of dominant mathematics teaching practices — which find that Australian mathematics classrooms are more likely to favour
Teacher education students need to be exposed to a broader range of teaching approaches so they can use their professional judgement .
constructivism rather than instructivism ,” the researchers say .
“ Australian policymakers have increasingly promoted inquiry-based approaches to mathematics against international trends . The way maths is taught in schools can also be influenced by policymakers ’ decisions beyond initial teacher training alone .
“ The vast majority of Australian teachers report that they employ a mixed emphasis of approaches — between explicit and inquiry-based — in teaching maths . However , by the age of 10 , nearly 2.5 times more students receive instruction focused on inquiry-based methods compared to procedural instruction .”
Not only is Fahey calling for more policymakers to “ take a more active approach to monitoring the performance of ITE providers ”, he is calling on “ policymakers to implement direct inspection of what is taught at university and what practices graduating teachers demonstrate ”.
“ For years now , new teachers have finished their training without the knowledge and skills to be effective in the classroom , despite tougher standards and accreditation on paper . It ’ s now clear that quality assurance needs to be stepped up and be more direct .”
But for Tran , Cavanagh and Hill , teacher education students require a broad exposure to different approaches .
“ Modelling and guided practice are important but teacher education students need to be exposed to a broader range of teaching approaches so they can use their professional judgement and make decisions about the most appropriate methods for their students in their school contexts ,” the trio argues .
“ We would welcome a more comprehensive discussion about the intricacies of effective mathematics teaching .” ■ educationreview . com . au | 13