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ERIC Number: EJ1137670
Record Type: Journal
Publication Date: 2017
Pages: 2
Abstractor: ERIC
ISSN: ISSN-0045-0685
Mathematics Teachers "Telling It Like It Is"
Espedido, Rosei; Du Toit, Wilhelmina
Australian Mathematics Teacher, v73 n1 p24-25 2017
The authors of this article strongly advocate for a change to the current Australian model of primary education in order to, among other things, establish the concrete practicalities of systematic mathematics thinking thereby limiting the "re-teaching" time required of secondary school mathematics teachers; bring a clear focus to the continuum of learning associated with mathematical capabilities; create a culture in which students are ready for, and receptive to, the cognitive challenges of deep learning; and minimize "mistake anxiety" associated with the lack of foundational skills, therefore increasing the motivation to attempt conceptually difficult subject matter. To support this position, the authors look more closely at the introduction of coding, a global trend that recognizes the increased demand for task automation and accuracy, into the curriculum across key learning areas. They also assert that both teachers and students need to embrace failure and recognize that in these moments there are invaluable opportunities to learn. They conclude that ultimately, improving education in mathematics is multifaceted (and not without challenges), and necessitates the skills of specialist teachers to work with students from a much younger age than is currently occurring. Simply, the commencement of secondary school is often too late for specialist intervention.
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Primary Education; Early Childhood Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A