Solving the knowledge and skills gap

in Australian secondary mathematics classrooms

The research

As the future of work becomes more STEM focussed, mathematical knowledge and skills have been defined as critical to future life chances.

However, many Australian students are failing to acquire a knowledge and skills repertoire that is at pace with their level of schooling and are falling behind in their mathematics learning.

We unpack the skills gap through Oxford University Press’ latest research, reviewing our falling PISA results and the Trends in International Mathematics and Science Study results.

Solving the problem

Our latest research, along with expert opinion and teaching advice from the Australian Maths Trust and education leaders, are revealed in a paper which considers the spread of maths understanding; explores different learning needs; ‘maths anxiety’, and how to develop students’ problem-solving skills for the real world.

Download the report and read articles that pose considerations, activities, and solutions to help teachers close the skills gap practically in the classroom.

Download the report

The experts consulted for this paper

Director of Publishing, Editorial & Design at Oxford University Press, Australia & New Zealand

National Partnerships and Engagement Manager at the Australian Maths Trust (AMT).

Head of the School of Education and a Professor of Mathematics Education at the University of New South Wales.

Creator of the website Vic Maths Notes. Alex has worked with students with a wide range of abilities since 2014.

Teaching and Learning Leader, Literacy Leader, and former Maths Leader at Our Lady’s in Eltham.

Director of the Down Syndrome Research Program at The University of Queensland.

Mathematics teacher at Haileybury, teaching associate at Monash University, mathematics curriculum and learning expert, and mathematician.

Emeritus Professor of Science, Mathematics and Technology Education, Monash University.

Early career researcher and teaching associate at Monash University and Deakin University.

Senior mathematics teacher and coordinator of Mathematical Methods at Melbourne High School.

Watch the roundtable discussion

OUP market research has revealed a knowledge and skills gap in Mathematics following students transition from primary to secondary school, which can have long-term consequences for longer-term learning, but what can be done to address this issue?

Virtual roundtable discussion featuring:

Janine Sprakel (AMT)
Peter Sullivan (Monash University)
Kim Beswick (UNSW)
Patrick Mete (Haileybury)
Simone Zmood (Monash University)
Lee Walker (Oxford University Press)