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4.2.5 Is it a problem if Australian schools don’t foster mathematical promise? Parent perspectives and implications

Concerns have been raised, over the past few years, with the performance of Australian students on international testing such as PISA and TIMSS. In particular, a decreasing proportion of students is reaching the highest levels of performance in numeracy and mathematics. Findings from a recent Australia-wide online survey of parents about fostering the mathematical promise of their children with high potential in mathematics will be discussed to shed light on school programs and impacts. The results have implications for talent development goals and responsibilities at the parent-child levels and for the wider community.

Author(s):

Simone Zmood
simone.zmood@monash.edu
Monash University
Australia

Simone Zmood is a PhD Candidate at Monash University in Melbourne, Australia. Simone has taught pre-service secondary teachers and is a research assistant at the university, as well as a part-time mathematics mentor for high ability primary and secondary students at a K-12 school. She has been involved with the Encouraging Persistence, Maintaining the Challenge project, and coordinates the Mathematics Education Research Colloquium series in the Faculty of Education. Simone gained two decades of experience in the business world, specialising in corporate strategy and performance management, before returning to the field of education.