Maths and science 'badly taught'

By BRONWYN SELL education reporter

Many primary teachers lack sufficient knowledge of maths and science to teach them well, says the Education Review Office.

A report suggests that the school system is holding back our knowledge economy, and says there is an urgent need to "thoroughly evaluate" the Government's $124 million annual investment in teacher education.

The report, In Time for the Future, pits New Zealand's teaching and achievement in maths and science against four of the world's best - Korea, Singapore, the Netherlands and Ireland.

All scored significantly higher than New Zealand in the Third International Mathematics and Science Study, which compared achievement levels for 9 and 13-year-olds from 41 countries.

New Zealand students scored slightly below average in maths and slightly above average in science.

The report said few of New Zealand's most able mathematics and science students became teachers, and it was widely believed that many teachers did not understand the way children learned.

"They lack the mathematical and science knowledge needed for high-quality teaching of the curricula."

Part of the problem was our "ambivalent" treatment of teachers, who had comparatively low status.

A team sent to the four countries discovered that children here started learning maths and science earlier, but our teachers spent less time per year teaching the subjects.

Korean students, who topped science in the study, spent 91 hours a year learning science, compared with 44 hours in New Zealand.

The report said our Government's social and economic goals did not filter into the classroom as well as in the other countries.

"Much needs to be done if New Zealand schools are to understand and adapt their programmes to the demands of a knowledge-based economy."

Our teachers were left to their own devices to develop lessons, while teachers elsewhere received more support and better resources.

"Not only do teachers in New Zealand primary schools have to teach all areas of the curriculum, but they often teach classes containing more than one year-group. No support materials were provided to these teachers when the new science and mathematics curricula were implemented, although this had been recommended."

The principal of the Auckland College of Education, Dennis McGrath, said it was difficult to compare countries, but the report was worthwhile.

It was hard to attract people talented in science and maths because they could make more money in other jobs. He hoped the Government would offer study incentives.

He said New Zealand primary schools had always resisted employing specialised teachers, as was done overseas, for fear of losing continuity in children's learning - "We think we've got a better system."

A Minister of Education senior manager, Frances Kelly, said some of the report's recommendations, including a curriculum review, were already being planned, and teachers were getting better resources.

The time spent in class on maths and science did not necessarily impact on achievement, as quality mattered more than quantity.

The president of the Post Primary Teachers' Association, Graeme Macann, welcomed the recommendation of more research.

He suggested year 7 and 8 (form one and two) students be taught maths and science by specialist teachers, as in secondary schools.

The chief review officer, Dr Judith Aitken, said teachers were the key to improving students' achievement in maths and science.

"We must review the kind of education, training and management support teachers have."

A spokeswoman for the Minister of Education, Trevor Mallard, said he wanted more time to read the report before commenting.

The report will be available this week on theERO website.