The relative weakness of the physical/numerical sciences is clear but not yet desperate. However when combined with very weak performance in maths especially algebra the later problems in numerical science and engineering are understandable and inevitable.
The Australian Council for Educational Research ACER examined the condition of education in Queensland. The outcome was ‘A Shared Challenge’. (ACER 2009) As a part of that work ACER examined comparative performance of the various States and Territories over time for maths and science at Year 4.
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Figure 2.9 Trends in Year 4 mean scores in mathematics
TIMSS 1995 to 2007
Figure 2.10 Trends in Year 4 mean scores in science
TIMSS 1995 to 2007
The two summary paragraphs below are direct quotations from ACER’s A Shared Challenge:
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‘Not shown here are the trend lines for the Year 8 mathematics and science. At this level also, the absolute performances of Queensland students were unchanged or declined non-significantly between 1995 and 2007.’
‘…….Australian primary school students, and particularly students in Queensland, perform well below world-best standards in mathematics and science. It is clear from performances in some other countries that much higher levels of mathematics and science achievement are possible in primary schools.’
In summary, there has been a decline in the relative performance of Queensland students in mathematics and science over a period of several decades. In the period 1964 to 1995,the absolute decline inlower secondary mathematics achievement appears to have been greater than in any other state, and to have been the equivalent of about two years of schooling.
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