REIMAGINING MATHS PEDAGOGY IN NQ

Abstract

The higher education sector is responding to intense challenges. The effects on mathematics subjects are amplified due to a consistent decline in mathematics proficiency in schools and in the broader population. The Australian Mathematical Sciences Institute reports 20% of the Australian adult population demonstrate a numeracy level insufficient to meet work and life demands (Marchant & Kennedy, 2024, p. 53); a concern amplified by emerging employment opportunities that demand advanced quantitative skills (p. 46). Here, we describe an intervention at James Cook University (JCU) in North Queensland, that responds to these challenges. 

JCU has significant proportions of regional and remote students whose average mathematical literacy is reported below that of metropolitan students by an equivalent of 1.5 – 4 years of schooling (Marchant & Kennedy, 2024, p. 16). Additionally, the decline in participation in senior school mathematics in the JCU catchment is much greater than the national average (QCAA, 2020-2024). At JCU, students are failing preparatory mathematics subjects at a greater rate than university averages, and the success rates of students from disadvantaged backgrounds are disproportionately poorer. 

This project seeks to improve outcomes for all JCU students, enabling proficiency equal to the broader population. We draw together institutional knowledge from the perspectives of academic and ancillary staff to explore supporting transition pedagogy with Anti-deficit Pedagogy (Peck, 2021), and Universal Design for Learning (Nieminen & Pesonen, 2020). Our research in 2025 will synthesise the experience from stakeholders with pedagogical strategies to inform small interventions for implementation in 2026 and broader interventions resulting in updated program structures in 2027.