Mathematics

163 total results
Exploring Australian students’ strengths and weaknesses in maths and science
Exploring Australian students’ strengths and weaknesses in maths and science

What should Australian schools and teachers focus on in order to improve students’ general understanding of mathematics and science? In her final Teacher column of the year, Dr Sue Thomson explores newly released TIMSS 2019 data to highlight some of the strengths and weaknesses of Australian students at the national level.

Infographic: Australian achievement trends in TIMSS
Infographic: Australian achievement trends in TIMSS

Trends in International Mathematics and Science Study (TIMSS) measures how well Year 4 and Year 8 students from around the world are performing in science and mathematics. In this infographic we look at Australian student achievement over time.

TIMSS: Australia improves in maths and science
TIMSS: Australia improves in maths and science

Australian students have performed significantly better in the latest cycle of the Trends in International Mathematics and Science Study in Year 8 mathematics and Year 4 and Year 8 science – but not in Year 4 mathematics – than they did in 2015. Here, we take a closer look at the results.

What can we learn from 20 years of PISA?
What can we learn from 20 years of PISA?

At the start of the millennium, students around the world participated in PISA (the Programme for International Student Assessment) for the first time. Twenty years on, what can the wealth of data collected so far tell us about education in Australia?

Teacher Staffroom Episode 20: School improvement initiatives
Teacher Staffroom Episode 20: School improvement initiatives

Changing school practices means everyone working together – leaders, teachers, support staff, students, parents and the wider community – toward the goal of improving outcomes for students. In today’s podcast, we share some recent Teacher highlights on the topic of school improvement.

Why numeracy and mathematics both count
Why numeracy and mathematics both count

‘Evidence shows that both young people and adults need to have both sets of skills and knowledge – numeracy and mathematics are different, but mutually beneficial and critical. Hence the critical need to connect the two, and not ignore either.’

Using an evidence base to understand, reduce and manage mathematics anxiety
Using an evidence base to understand, reduce and manage mathematics anxiety

The way that a student engages with mathematics influences the quality of their mathematical learning. One of the most significant factors that can shape this engagement in the classroom is mathematics anxiety – feelings of worry and nervousness when performing mathematical tasks.

School resources: Evidence-based practice in Mathematics
School resources: Evidence-based practice in Mathematics

It’s well understood that highly effective school leaders promote the use of evidence-based teaching practices throughout their school. A new resource aims to support principals, learning leaders and teachers in thinking about their priorities and student needs in mathematics, and what the research says.

Reducing student exam stress
Reducing student exam stress

Nick Brooking, Head of Mathematics at Peace Lutheran College, has been investigating strategies to reduce exam anxiety among his students – the first cohort to face Queensland’s new external examinations. In today’s reader submission he shares what’s happened so far and some of the feedback from students.

Activities to engage students during remote learning
Activities to engage students during remote learning

During the period of remote learning in New South Wales, Mathematics teacher Holly Millican from South Grafton High School used several activities to keep her students engaged and accountable, and in today’s video, she shares them with Teacher readers.