Prime Highlights:
La Trobe University has launched the Science of Mathematics Education (SOME) Lab to address Australia’s ongoing numeracy crisis by training teachers in evidence-based, explicit teaching methods.
The lab emphasizes breaking down mathematical concepts into clear, logical steps, moving away from inquiry-led instruction, which has left many students struggling.
Key Background:
La Trobe University has launched a new initiative to address the growing numeracy crisis in Australia, focusing on training teachers to effectively break down mathematical concepts into clear, logical steps. The initiative, led by the Science of Mathematics Education (SOME) Lab, is designed to replace the widely used methods that have left many students struggling with basic numeracy skills.
Building on the success of La Trobe’s Science of Language and Reading (SOLAR) Lab, which has influenced a shift in government policy toward explicit teaching, the SOME Lab aims to implement evidence-based learning strategies. This approach emphasizes structured, step-by-step instruction, where teachers model processes and ensure comprehension before advancing. This method contrasts with inquiry-led instruction, which often requires students to solve problems without foundational knowledge.
The need for such an initiative is urgent, as Australia continues to experience concerning trends in mathematics education. According to the latest Programme for International Student Assessment (PISA) results, nearly half of Australia’s 15-year-olds failed to meet national math standards, and the country lags over four years behind Singapore, the world’s top performer. Furthermore, approximately one-third of students were below expectations in the 2024 NAPLAN testing, with the country’s education gender gap ranking among the worst of 58 nations.
Professor Joanna Barbousas, Dean of Education at La Trobe, emphasized the importance of the SOME Lab in addressing these challenges. She highlighted that many students finish school without achieving basic literacy and numeracy skills, which has long-term implications for social equity and the economy. The lab aims to empower educators with the tools and knowledge needed to help all students develop strong numeracy skills.
In addition to offering professional development for teachers, the SOME Lab will also conduct research on effective numeracy education practices. Dr. Siobhan Merlo, the lab’s director, stressed the need for retraining educators to address existing gaps in their understanding of mathematics and its instruction. By providing evidence-based solutions, La Trobe hopes to play a pivotal role in reversing the trend of declining numeracy outcomes in Australia.
