Search

Mathematics education is seen as a right for all children, and important to ensure a prosperous future. However, in Australia and other nations, rural students and students from low socioeconomic backgrounds both perform less well in mathematics and are less likely to pursue advanced mathematics. This paper presents a case study of a low socioeconomic status, rural government school that has high engagement and achievement in senior mathematics, despite its setting. The study uses a conceptual framework informed by Appreciative Inquiry and the theory of Practice Architectures to explore the activities and facilitatory elements that have likely contributed to the school's mathematics success. Rather than being attributed to one or two key programmes, the school's mathematics success seemed associated with a collection of whole-school factors. Setting high expectations while providing proactive learning support, differentiating instruction, emphasising the value of mathematics, linking mathematics to careers, and building mathematics teacher capacity were all associated with the school's higher than expected mathematics performance. Rather than hindering the school's mathematics programme, its small size and rural context were used to enable practices that contributed to mathematics success. [ABSTRACT FROM AUTHOR]

Aligned with recent changes to syllabuses in Australia is an assessment regime requiring teachers to identify what their students `know' and `can do' in terms of the quality of understanding demonstrated. This paper describes the experiences of 25 secondary science and mathematics teachers in rural schools in New South Wales as they explore the changing nature of assessment and its implications on their classroom practice. To help reconceptualise these changes, teachers were introduced to a cognitive structural model as a theoretical framework. Throughout the 2-year study, teachers attended a series of professional development sessions and received ongoing consultative support. Each session was taped and transcribed while interviews were conducted with each teacher at the end of both years. Analysis of these data using a grounded theory approach identified seven major components of teacher practice impacted by the study. The core component was questioning while the six contributing components were teachers' pedagogical practices, attention to cognition, teaching strategies, assessment linked to pedagogy, classroom advantages for students, and classroom advantages for teachers. These findings represent a major shift in teachers' perceptions of assessment from a focus on the accumulation of students' marks to one of diagnosis as a means of directing teaching to enhance students' scientific and mathematical understandings. [ABSTRACT FROM AUTHOR]

While mathematics education research has become increasingly concerned with issues of equity, including girls' participation in the subject, the field remains troubled with conceptualising and operationalising gender. To date, few studies of gender and school mathematics participation have moved beyond conflating gender with sex or categorising masculinities and femininities through the body. This failure to engage with gender conceptualisation has persisted despite the apparent intractability of girls' underrepresentation in senior secondary mathematics in many contexts, including Australia. In this article, I provide fresh insights into girls' mathematics participation by employing a conceptualisation of gender as heteroglossic to explore the post-compulsory mathematics participation choices of two school students, one girl and one boy. Using these theoretical tools to decentre the students' bodies, I demonstrate that the reasons why these students chose to participate in Mathematics Advanced do not distinguish them by their sex/gender, as would be expected in the monoglossic gender system. While femininity was performed, both students' subject choices were primarily characterised as masculine performances, including establishing themselves as having mathematics brains and seeking to use their mathematics participation to attain prestige. I argue that recognising and normalising girls' masculinity and boys' femininity, rather than simply categorising gender differences, will be essential to increasing girls' belonging and participation in mathematics. This will require greater attention to the differences within, and similarities between, the categories of boy and girl. [ABSTRACT FROM AUTHOR]

International comparative studies and cross-cultural studies of mathematics achievement indicate that Chinese students (whether living in or outside China) consistently outperform their Western counterparts. This study shows that the gap between Chinese-Australian and other Australian students is best explained by differences in motivation to achieve, attributing success to effort, the influence of parental help and the use of extra mathematics curricula. The argument explored is, in order to promote students' mathematics achievement, we must improve the pedagogical knowledge of classroom teachers of mathematics, as well as to encourage parents' involvement in the mathematics education of their children and to promote students' motivation to learn mathematics. [ABSTRACT FROM AUTHOR]

In Australia, student under-participation and disengagement in secondary mathematics classes are persistent problems. Academic help seeking is a unique self-regulated behaviour that is important for engagement in mathematics classes and yet many students avoid seeking help from teachers and peers as they progress through secondary school. The aim of this study was to explore the relationship between students' perceptions of the social climate of their classrooms and their avoidance of help seeking in secondary mathematics classes. Students' perceptions of classroom social climate, along with perceptions of their own academic and social self-efficacy, self-theories of intelligence, and help-seeking goals and intentions, were assessed for a sample of 551 Australian students in 47 classes from eight secondary schools and two vocational institutes. The measurement model for social climate was reduced to four factors (Task Orientation, Teacher Support, Cooperation and Investigation) and a mediated structural equation model, informed by theory and previous empirical studies, was assessed using Mplus. Bootstrap confidence intervals were used to assess the direct and indirect effects of social climate on help-seeking avoidance. Findings indicated that Task Orientation and Cooperation had a negative effect on help-seeking avoidance, while Investigation had a positive effect. Teacher Support was not associated with help-seeking avoidance. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

Australia has seen declining numbers of students choosing mathematics and science subjects in the senior secondary years, running counter to economic projections of an accelerating need for science and mathematics skills. Many students become less engaged with these subjects in the junior secondary years but attitudes such as self-concept, utility value, and intrinsic value are important for subject selection decisions. We used latent profile analysis to examine the relationship between attitudes towards both subjects using data from 10,051 Australian Grade 8 students sampled by TIMSS 2015 and revealed six discrete groupings. While most students were at least attitudinally receptive to both subjects, there were many students who either resisted both or expressed a strong preference for one over another. Positive attitudes towards both subjects were mutually beneficial—better attitudes towards both were associated with higher achievement in each—but boys tended to be more positive towards both subjects and so benefitted from this relationship more than girls. Implications for educational research and teachers' practices are discussed. [ABSTRACT FROM AUTHOR]

In Australia, there is increasing scrutiny of teacher education processes in learning to teach primary mathematics. In this study, mixed methods, including linear regression, are used to examine the entry mathematical content knowledge of third-year Bachelor of Education Pre-service Students and to relate this to their graduating level of content and a measure of pedagogical content knowledge based upon capacity to describe student errors and provide learning support. The data indicate low levels of mathematical content knowledge at the beginning of the course, prompting questioning of the focus of earlier mathematics curriculum courses. Over the life of the study, there was improvement in some domains, which is to be expected where knowledge of mathematics was an intended outcome. Mathematical content knowledge at the start, but particularly at the end of the study, was highly predictive of expressions of mathematical pedagogical content knowledge. The stronger predictive value of mathematical content knowledge at the end of the study for mathematical pedagogical content knowledge suggests merit in developing the two aspects of teacher knowledge in tandem, rather than in different courses. The relevance of the data to teacher preparation in the institution and more broadly is discussed. [ABSTRACT FROM AUTHOR]

Although women have made progress in entering scientific careers in biology, they remain underrepresented in mathematically intensive fields such as physics. We investigated whether gender differences in mathematics motivation and socialisers' perceptions impacted choices for diverse STEM careers of varying mathematical intensity. Drawing on expectancy-value theory, we tested structural equation models in which adolescents' preferred careers related to each of physics, biology, chemistry, and mathematics were predicted by prior mathematical performance, motivations, and mothers' perceptions. We explored potential differences in gendered processes of influence using multigroup models. Samples were 331 Australian adolescents followed from 9th to 11th grade in 1998 and 277 U.S. adolescents from 9th to 12th grade in 2009-10. In both samples female adolescents preferred biological careers more than males did; male adolescents preferred physics-related careers and also mathematical careers in the Australian sample. Mothers' perceptions were important to female and male adolescents' mathematics motivations; gendered motivations were more evident in the Australian sample. Mathematics interest played the strongest role in male adolescents' preferred careers, whereas actual or perceived mathematical achievements were most important for females, demonstrating the impacts of mathematical motivations on preferences for diverse STEM careers. [ABSTRACT FROM AUTHOR]

Objective: Deciding on public funding for pharmaceuticals on the basis of value for money is now widespread. We suggest that evidence-based assessment of value has restricted the availability of medicines in Australia in a way that reflects the relative bargaining power of government and the pharmaceutical industry. We propose a simple informal game-theoretic model of bargaining between the funding agency and industry and test its predictions using a logistic multiple regression model of past funding decisions made by the Pharmaceutical Benefits Advisory Committee in Australia.Method: The model estimates the probability of a drug being recommended for subsidy as a function of incremental cost per quality-adjusted life-year (QALY), as well as other drug and market characteristics. Data are major submissions or resubmissions from 1993 to 2009 where there was a claim of superiority and evidence of a difference in quality of life. Independent variables measure the incremental cost per QALY, the cost to the public budget, the strength and quality of the clinical and economic evidence, need as measured by severity of illness and the availability of alternative treatments, whether or not a resubmission, and newspaper reports as a measure of public pressure. We report the odds ratio for each variable and calculate the ratio of the marginal effect of each variable to the marginal effect of the cost per QALY as a measure of the revealed willingness to pay for each of the variables that influence the decision.Results: The results are consistent with a bargaining model where a 10,000 Australian dollar ($A) fall in value (increase in cost per QALY) reduces the average probability of public funding from 37 to 33% (95% CI 34-32). If the condition is life threatening or the drug has no active comparator, then the odds of a positive recommendation are 3.18 (95% CI 1.00-10.11) and 2.14 (95% CI 0.95-4.83) greater, equivalent to a $A33,000 and a $A21,000 increase in value (fall in cost per QALY). If both conditions are met, the odds are increased by 4.41 (95% CI 1.28-15.24) times, equivalent to an increase in value of $A46,000. Funding is more likely as time elapses and price falls, but we did not find clear evidence that public or corporate pressure influences decisions.Conclusion: Evidence from Australia suggests that the determinants of public funding and pricing decisions for medicines reflect the relative bargaining power of government and drug companies. Value for money depends on the quality of evidence, timing, patient need, perceived benefit and opportunity cost; these factors reflect the potential gains from striking a bargain and the risk of loss from not doing so. [ABSTRACT FROM AUTHOR]

Transforming teachers and their approach to teaching Indigenous students requires partnerships with the Indigenous community, planning, small steps, and funds. This article illustrates how teachers can change when funds are available to assist schools and communities to implement appropriate and effective professional development, to establish partnerships between school and community, to revise teaching approaches and curriculum, and to value family and Aboriginal cultural heritage. The larger study involved four schools in a Stronger Smarter Learning Community in a small rural city, the whole city community, and the interaction among the schools. Interviews with principals, teachers, Aboriginal students, and their community highlighted the increasing interaction between the Aboriginal community and the schools, the increasing warmth and welcome extended both ways, and the impact that these approaches are having on curriculum, teaching, and learning. This article presents the impact in one of the schools involved in the mathematics project. The findings illustrate how the projects facilitated changing teachers' perceptions, skills, and practices and implemented curriculum, and resulted in a culturally responsive, place-based mathematics education. [ABSTRACT FROM AUTHOR]

Background: Chronic ankle instability (CAI) is a term used to identify certain insufficiencies of the ankle joint complex following an acute ankle injury. Acute ankle injuries are often associated with sporting mishaps; however, this review was the first to identify the aspects of CAI (perceived instability, mechanical instability and recurrent sprain), and persisting symptoms following an ankle sprain, that have been reported within sporting cohorts. Objective: To determine the presence of common aspects of CAI within individual sports. Methods: A systematic search of the MEDLINE, Web of Science, CINAHL, SPORTDiscus and AMED databases up until 1 October, 2013 produced 88 studies appropriate for review. A calculated weighted percentage of the outcome data allowed the comparison of figures across a range of sports. Results: Soccer, basketball and volleyball were the most represented sports and recurrent ankle injury/sprain was the most reported aspect of CAI. Soccer had the highest percentage of participants with recurrent sprain (61 %) and mechanical instability (38 %), whilst track and field had the highest percentage of participants with perceived instability (41 %). Gymnasts had the highest percentage of ankles with persisting symptoms following an initial ankle sprain. Conclusion: This review was the first to assess aspects of CAI within sporting cohorts and has identified limitations to the research reporting these data. The problem of CAI across a range of sports remains unclear and thus advocates the need for further controlled research in the area to ascertain the true extent of CAI within sporting populations. [ABSTRACT FROM AUTHOR]

This article reviews "problem solving" in mathematics in Australia and how it has evolved in recent years. In particular, problem solving is examined from the perspectives of research, curricula and instructional practice, and assessment. We identify three key themes underlying observed changes in the research agenda in Australia in relation to problem solving: Obliteration, Maturation and Generalisation. Within state mathematics curricula in Australia, changes in the language and construction of the curriculum and in related policy documents have subsumed problem solving within the broader category of Working Mathematically. In relation to assessment, research in Australia has demonstrated the need for alignment of curriculum, instruction and assessment, particularly in the case of complex performances such as mathematical problem solving. Within the category of Working Mathematically, recent Australian curriculum documents appear to accept an obligation to provide both standards for mathematical problem solving and student work samples that illustrate such complex performances and how they might be assessed. [ABSTRACT FROM AUTHOR]