In Australia, about 400,000 students per year, representing 10% of the student population, require extra support in math or fall below the international benchmark. However, only about 20% of those who fall behind are able to catch up. To address this issue, it is recommended that early numeracy screening be conducted twice annually, focusing on key areas such as number sense, number relations, and number operations. This screening should ideally be carried out in every year of schooling to ensure that students are progressing in their math skills as they advance to more complex concepts like multiplication and algebra.
Calls for a universal numeracy screening test have been made by a national advisory panel in 2017, and an expert panel advising the National School Reform Agreement has recommended adopting a nationally consistent numeracy screening check by the end of 2028. The lack of implementation of proper policies and practices in this area has resulted in current tools available to Australian schools not being suited for universal screening procedures. This poses a challenge in identifying struggling students early on and providing them with the necessary support to improve their numeracy skills.
Mathematics achievement has significant implications beyond school, as adults with poor numeracy skills face lower rates of employment, income, homelessness, and poorer health outcomes. It is estimated that about one in five adults do not possess the necessary numeracy levels to complete daily tasks effectively. Early identification of struggling students and providing them with high-quality support can help in altering patterns of underachievement. It is crucial for teachers to have access to reliable tools that enable them to intervene and offer appropriate support to children in need at an early stage.
Numeracy performance in Australia has plateaued in the past decade, emphasizing the importance of improving primary school outcomes to enhance achievement among older students. Without robust universal screening of early numeracy skills, there is a risk of overlooking children who require intervention. Implementing universal screening would enable a more systematic approach to identifying and supporting students who need extra help in math. While there is a need for greater focus on early intervention in improving numeracy skills, several factors such as lack of access to free preschool, students’ backgrounds, and their sense of belonging at school play a role. Addressing these factors along with providing consistent support nationwide is essential for enhancing numeracy outcomes.
Federal Education Minister Jason Clare has emphasized the importance of tying funding to reforms that help children catch up, keep up, and finish school in the next National School Reform Agreement. This underscores the significance of implementing policies and practices that support early numeracy screening and intervention to improve math outcomes among students. By providing teachers with the necessary tools and resources, it is possible to identify struggling students early and offer them the support they need to succeed in numeracy. Collaborative efforts at both the national and school level are essential in addressing the challenges in numeracy education and ensuring that all students have the opportunity to develop strong math skills.
