The revisions to Australia’s mathematics curriculum will be out soon, and it appears that the fix may be in. This fix will, of course, fix nothing; our guess is that things are about to get much worse.
As reported in yesterday’s SMH, Australia’s major league Maths Ed groups have released a “Joint Statement on Proposed Maths Curriculum”. Cosigned by AMSI, AAMT and MERGA, as well as AAS and ATSIMA, the statement is titled Why Maths [sic] Must Change. The statement is a triumph of modern educational ignorance.
The statement begins by noting “the proposed revisions to the Australian maths curriculum” are forthcoming, and “the importance of getting it right”. We are then told what “getting it right” means. The statement is poorly written and vague, inappropriately and inaccurately colloquial, but the message is clear enough:
“More than ever, our society needs students who are adaptable, resilient, responsive to challenges and able to handle unfamiliar situations. It is not enough to have knowledge – they must have the skills to take that knowledge and apply it to solve unknown problems, and do it quickly.”
Yes, the cure for our maths ed ills is yet more problem-solving, yet more overhyped exploration. And, this is to be contrasted with the alternative, a focus on “knowledge”. The writers are so proud of this ridiculous straw man that they repeat it:
We need education systems and curricula that help deliver students to society who are up for such a challenge – just having knowledge is no longer enough. Instead, the abilities to problem-solve, mathematise, hypothesise, model are all skills that add worth to acquired knowledge. Mathematics learning cannot sit in silos that focus on content and procedures. Instead, it must be something that gives the knowledge purpose.
We expect no better from AAMT or MERGA, but what about AMSI? Aren’t they like mathematicians, or something? Do AMSI’s glorious leaders really believe this nonsense? Do they really believe that school mathematics is, or was ever, a purposeless “silo” of knowledge-acquisition? Do they honestly think that the problem with Australia’s mathematics education, the reason, for example, why the majority of secondary students have no proper concept of or facility with fractions, is because there has been too much focus on content and procedure? Do they really imagine that these fraction-deficient students can nonetheless boldly venture forth to “solve unknown problems”?
The idea is, of course, absurd. The whole statement is absurd, a mission statement from the very same constructivist, discipline-hating, technique-hating ignorants who have been selling this snake oil for decades, and who are one of the major reasons why Australian mathematics education is now such a disaster. And, of course, their suggested cure for the problem they very much helped create is more of the same snake oil.
There is more in the statement. There is the predictable pointing to Australia’s woeful but irrelevant PISA scores, and the predictable silence on Australia’s woeful and highly relevant TIMSS scores. The writers express the hope, indeed the promise, that PISA results will improve. Which may well be true; it is the mathematics education, and the education generally, that will suffer.
We will remark upon one more, very troubling line from the statement:
As such, the suggested revisions in the curriculum are not just welcomed …
What, exactly, are these “suggested revisions”, and how do the cosigners of this statement know the revisions are “welcomed”? There are strong indications of what ACARA intends, and that what they intend will be awful. As far as we are aware, however, ACARA has yet to make any proposed revisions available for public comment.
What this implies, assuming that the above line is not simply more poor wording, is that the drafters, and perhaps the cosigners of the statement, are privy to ACARA’s inner workings, and that they are pleased with them. As we wrote, it appears that the fix is in.
Anything that will please the cosigners of the statement Why Maths Must Change will be a disaster for Australian mathematics education, and it seems as if the cosigners have reason to be pleased. God help the rest of us.