The latest Programme for International Student Assessment (PISA) data shows half of Australian 15-year-olds are falling below expected mathematics standards. 

The Australian Council for Educational Research, managing PISA nationally, reports that the achievement rate for maths is notably lower at 51 per cent, compared to 58 per cent in science and 57 per cent in reading.

While Australia's mathematical literacy surpasses the OECD average, it lags significantly behind leading nations like Singapore. 

The data shows a continuous decline, revealing a 16 per cent drop in students meeting the national maths standard between 2003 and 2022.

A pivotal factor contributing to this decline is the shortage of maths-trained teachers. 

The Australian Mathematical Sciences Institute (AMSI) reports that a quarter of maths educators in years 7–10 lack proper training in the field. 

This shortage is not unique to Australia, with the United Kingdom and the United States facing similar challenges.

Australia's maths teacher shortage is exacerbated by a range of factors, including a growing student population, a declining number of teaching graduates, and the allure of higher salaries in the private sector for mathematicians.

A recent report by the Australian Academy of Science also signalled a worsening decline in the supply of specialist maths teachers, particularly as an older workforce in the field approaches retirement. 

There is also an ongoing debate on the best methods of teaching maths. Some advocate for explicit instruction, emphasising clear explanations before student engagement, while others favour inquiry-based learning. 

Allan Dougan, CEO of the Australian Association of Mathematics Teachers, emphasises the importance of teachers being equipped with a variety of pedagogical techniques and knowing when to apply them.

The latest PISA results also shed light on broader challenges in Australia's education system, revealing persistent inequities that threaten efforts to improve student outcomes. 

While Australia has risen in global rankings, the performance gap between advantaged and disadvantaged students continues to widen.

In response, education leaders are urged to focus on creating better frameworks for schools, fostering student engagement, teacher agency, and overall well-being. 

Professor Geoff Masters of the Australian Council for Educational Research suggests that successful education systems prioritise deeper conceptual understanding and the application of knowledge across different contexts.

Despite these challenges, there is optimism that ongoing education reforms, such as those in South Australia and New South Wales, can lead to positive change. 

The national school reform agreements aim to address funding flaws, offering the potential to enhance equity in education outcomes and provide a fair education for every child.

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