Skills for a data-driven future: strengthening Australia’s mathematical foundations
Australia is facing a capabilities crisis. Participation in both intermediate and higher-level mathematics has fallen to an all-time low nationally, with particular challenges outside of major cities where single-subject, specialist teachers can be scarce and pathways to university less accessible.
The implications for Australia's innovation, technology and data-driven industries are clear. Seven of the ten fastest-growing careers require STEM skills. Less clear to some is the vital role mathematics plays in sectors ranging from agriculture to environmental protection, financial services to municipal planning: fewer university mathematics graduates mean a shrinking talent pool precisely when demand for creative, quantitative thinkers is accelerating.
We are losing the students we need to fill the roles of the future before they even start, and nowhere is this more apparent than regional Queensland. Every regional student who is inspired to study mathematics – by a well-supported teacher, a student ambassador, a motivated family member, or a residential scholarship that removes financial barriers to living away from home – is an investment in Australia's long-term competitiveness.
Supporting potential early
Clear pathways and encouragement needed
A critical first step in reversing the decline is ensuring students with the ability and desire to study higher‑level mathematics are enabled to fulfil their potential. Clear pathways and encouragement are essential to this process. Too many students disengage from mathematics early. More support for both students and their teachers is needed.
With direct insight into the challenges facing teachers and the areas where students struggle when they do make it to university mathematics, academics in the School of Mathematics and Physics at The University of Queensland (UQ) are well-positioned to offer a lifeline to regional mathematics teachers.
"It’s no secret, that teachers face significant challenges in delivering the maths curriculum."
“An approach that invests in teachers, to work through those challenges, answer questions and develop their mathematics skills, will be a tremendous resource for them. At the same time, it is a way of encouraging higher-level mathematics engagement and attainment in students."
“Embedded support in the regions will strengthen teachers’ mathematical capability, deliberately and positively, increasing their confidence in their ability to deliver the curriculum, all leading to greater student engagement and stronger educational outcomes.”
Student solving maths equations
Student solving maths equations
UQ maths students
UQ maths students
Maths students
Maths students
Beyond Brisbane
Regional numbers tell a sobering story.
At UQ, one of Australia's leading teaching and research universities – a first choice for many Queensland highschoolers - regional and remote students make up just 14% of the domestic undergraduate mathematics cohort. This sits in stark contrast to the more than 50% of Queenslanders who live outside of Greater Brisbane.
A key driver of the disparity is availability of advanced maths learning support in rural and regional high schools. Across Queensland's non-metropolitan education regions, many schools face persistent teacher shortages.
Source: Australian Education Union survey data
Source: Australian Education Union survey data
For mathematics education, this pressure is compounded by the fact that up to 40% of secondary mathematics classes in Australia are taught out-of-field, meaning by teachers without formal mathematics qualifications, and this is most prevalent in regional and remote schools.
Mathematics is listed by the Queensland Government as a high-demand subject area, especially in these schools.
Dr Stevie-Jae Hepburn is Director of Professional Experience and Lecturer in initial teacher education (ITE) in the School of Education at UQ, with a special interest in teacher retention.
“We know from the lived experience of STEM teachers that out-of-field teaching can significantly increase workload and stress, and contribute to job dissatisfaction, reduced confidence and motivation,” said Hepburn.
“Without confidence and the necessary knowledge and experience, teachers struggle to support student engagement and learning outcomes in complex subjects such as mathematics.”
The result is that many students arrive at the point of tertiary entry without a foundation to pursue mathematics at university level. Student interest and confidence in maths can so often be traced back to a wonderful teacher. Supporting our mathematics teachers, including those who have come from out of field, is a clear way to smooth the path to university mathematics.
A plan to inspire
Fostering Regional Learning Pathways in Mathematics Initiative
The new UQ initiative has proposed annual in-person curriculum workshops for Years 7–12 teachers, paired with online mentoring, is exactly the kind of community-embedded support that can bridge the divide.
“Our academics will work through curriculum content challenges with teachers, giving them access to skills and techniques to in turn develop the students’ mathematical knowledge.” Said Professor Grotowski.
An ongoing online mentoring resource will augment regional workshops, offering a helpful environment where teachers can ask questions, reflect on practice and receive advice on mathematical content and delivery – wherever in Queensland they live and work.
“This initiative is about encouraging mastery of the subject and equipping teachers with the specific knowledge to bolster their curriculum confidence and impact student engagement and proficiency,”
Regional Pathways
Aclear pathway to university study goes hand-in-hand with high school learning. Unfortunately for some, financial barriers stand in the way even when the ability, talent and passion is there. These barriers can be even harder for students from regional areas to overcome. Residential scholarships bridge the gap.
The Fostering Regional Learning Pathways in Mathematics initiative reflects UQ’s Queensland Commitment, with a goal to have 30% of domestic UQ students come from regional, remote and/or low socioeconomic backgrounds by 2032.
On current trends, mathematics is well behind that target and philanthropy is critical to reaching it. Philanthropists with a vision for the future of Australia will pay a key role - among them UQ Alumni Friends.
Championed by Past President and current board member Cathi Lawrence, Alumni Friends has made a $25,000 donation to the inaugural Central Queensland UQ Residential Scholarship in Mathematics.
“The ambitious mathematics pathways initiative is a fantastic program that aligns with our goals, and we know it will make a difference in Queensland. We hope that communities and donors from across Central Queensland – Mackay, Rockhampton, Gladstone, Emerald and Longreach – will join us so that we can reach $100,000 and establish the first endowed scholarship.”
If you share this vision to create mathematics learning pathways and inspire future students from across Queensland, please reach out to Brenda Tournier or Anthea Barry for a confidential conversation.
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