Last week, AMSI released yet another paper on the issue of school mathematics being taught by “out of discipline” teachers. It will come as no surprise to readers of this blog that we have many issues with AMSI’s paper. Here, we’ll focus on just one aspect.
The Sydney Morning Herald’s report on AMSI’s paper begins:
Fewer than one in four Australian high school students have a qualified maths teacher …
That statement is, of course, utter nonsense. By any reasonable definition, a much higher percentage of secondary students are taught by formally “qualified” teachers. It is concerning that an “education reporter” would lead with such an implausible claim, but SMH was not alone. The news.com.au report was titled:
Only 1 in 4 high-schoolers are being taught maths by qualified teachers
The Australian’s barely comprehensible sentence, courtesy of another education reporter, appeared to suggest that matters are even worse:
Fewer than one in four students are taught by a qualified maths teacher — one with at least a university minor in the subject — at some stage between Years 7 to 10.
So, what is the source of all these inflated declarations of educational doom? It would appear to be on page 2 of AMSI’s paper. In the first of the paper’s eye-catching Key Points, the authors write:
The extent of the problem [with the supply of qualified teachers] is illustrated by the estimated amount of out‐of‐field teaching occurring with less than one in four students having a qualified mathematics teacher in each of Years 7 to 10.
That reminds us: we must buy AMSI a box of commas for Christmas.
The above sentence, which turned out to be the grabber of AMSI’s paper, is like an optical illusion: you think you’ve got the meaning, and then it slips around to mean something entirely different. It is no wonder if reporters misinterpreted.
What did the AMSI authors intend to convey, and on what basis? It is difficult to tell. A linked endnote in AMSI’s paper refers to a 2017 AMSI publication. The page reference to this second document is clearly incorrect, but it appears that the intention is to refer to page 4, which has its own list of key points, including:
At least 26% of Years 7–10 maths teachers are not fully qualified.
This is an admirably clear statement and, if true, one may (or may not) regard it as a relatively major problem. The statement, however, is not remotely supportive of the educational catastrophe that AMSI’s garbled 2019 statement led gullible reporters to declare.
Also puzzling, it is not clear how AMSI’s 2017 statement, or any other AMSI declaration that we could find, leads reasonably to any natural interpretation of AMSI’s 2019 statement. This is the case even if one ignores that “not fully qualified” does not clearly equate to “not qualified”, and that 26% of teachers does not equate to 26% of classes, nor to 26% of students. Even with the most liberal assumptions and generous interpretations, we still cannot determine the basis, any basis, for the 2019 statement. The reader is invited to give it a go.
There are plenty more serious issues with AMSI’s paper which, though raising some very important issues and suggestions, also connects some distant and very disputable dots. It probably doesn’t matter, however. We worked hard to read AMSI’s clumsily written paper. It seems unlikely that many others will do likewise.
3 Replies to “AMSI’s Brain Teaser”
One possibility (although I doubt it a lot for a number of reasons) is the universities are tracking graduates into employment and find that a large number who did not undertake Mathematics as a method are teaching at least one Mathematics class. If this means science teachers are taking Mathematics classes, sure, why not – some of them are really good at communicating the proper basics in a really rigorous way.
And remember, VIT has their own definition of qualified, perhaps.
Thanks, RF. It is very tricky to define “qualified teacher”, and AMSI has worked pretty hard at clarifying the various definitions. What I can’t understand is the connection between AMSI’s clear 2017 statement and AMSI’s clunky 2019 statement.
I have mixed feelings about “unqualified teachers”. I am sure there are some good maths teachers who are unqualified, and I get tired of AMSI going on about this issue. But in principle it makes sense to want qualified staff. I just wish AMSI paid more attention to the weighty silliness and to the lack of decent mathematics in current teacher qualifications.
I know of a 0.4 to 0.6 Mathematics role going at a school near you… I do wonder how many “qualified” applications will be received.