This paper presents the results of a four-year longitudinal study – including two years of preschool (age 4 years), kindergarten, and first grade – designed to identify the early quantitative competencies that predict readiness to learn mathematics at school entry.

This strategy will guide action to shape the New Zealand early learning and schooling system to deliver equity and excellence in literacy and communication and maths teaching and learning.

Policy-makers have increasingly looked to improvements in Initial Teacher Education (ITE) as key to overcoming declining education outcomes. The analysis in this paper validates this concern and places a specific lens on ITE for beginning mathematics teachers.

This report provides reasons for why New Zealand’s school maths scores have decreased over the last decade.

In preparing this report, Education Futures director, Deborah Corrigan, examined over 200 research articles, books and reports on STEM education, to collate the research evidence and offer answers to five key questions on STEM education.

This rapid research information brief synthesises the evidence on the impact the COVID-19 pandemic is having on women in the science, technology, engineering and maths (STEM) workforce.

This paper examines the effects of individual teacher characteristics and school context on out-of-field teaching in STEM subjects. In particular, it examines the role of school autonomy and staff shortages.

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date.

The gender equality challenges in STEM are reflective of the larger Australian workforce, where stark gender gaps persist in leadership, pay and who shoulders the responsibility for care. However, as the demand for STEM skills increase in the future of work, this report suggests that...

The government’s strategy for women in science, technology, engineering and mathematics (STEM) aims to increase gender equity in STEM education and careers.

This study critically examines classroom teachers' perceptions of the use of non-verbal communication (NVC) by their Pasifika students during the teaching and learning of mathematics. Seven Year 5/6 classroom teachers from the primary school sector participated in this study. They were asked to discuss and...

This research reports on key findings from an international investigation into what others are doing around the world in OECD countries to engage young people, particularly girls, in STEM.

The concept of ‘STEM’ (science, technology, engineering and mathematics) has influenced many education and workforce strategies and policies. Generally, the focus has been on how the school and university sectors can help equip the workforce with the STEM-related skills and knowledge considered necessary for the...

The generality of the umbrella term 'STEM' as a synonym for a diverse group of skills and academic fields poses various problems in terms of workforce planning and targeted interventions. This summary brings together findings from NCVER research investigating educational and occupational concepts and their...

A new report by the Office of the Chief Scientist provides the first detailed analysis of Australia’s Science, Technology, Engineering and Mathematics (STEM) trained workforce. By investigating the demographics, industries, occupations and salaries of STEM workers, the report is a valuable resource for students, teachers...

This report aims to aid policy making and public discussion based on rigorous estimates of the current contribution of the core sciences. The Office of the Australian Chief Scientist commissioned the Australian Academy of Science to develop two complementary reports on the importance of recent...

Overview The Australian Council for Educational Research (ACER) undertook this study for the Office of the Chief Scientist (OCS). It explores the practice and application of Work Integrated Learning (WIL) in STEM, with a particular focus on natural and physical sciences, information technology, and agriculture...

This report illustrates that there are significant numbers of the Australian population, who do not have, or are at risk of not developing, the mathematical knowledge and skills needed to fully participate economically and socially. Summary Numeracy is the capacity, confidence and disposition to use...

Building on research commissioned by Australia’s Chief Scientist to identify STEM skills shortages, this report critically examines existing solutions to the STEM skills shortage in comparable countries.

The Department of Education and Skills asked the National Centre for Excellence in Mathematics and Science Teaching and Learning (NCE-MSTL) to review the current mathematics textbooks available for schools for Project Maths, and evaluate them using a version of the TIMSS framework already in use...

This report describes Australian students’ access to and use of computers, raising serious equity issues in the process. It uses results from the OECD Programme for International Student Assessment (PISA) 2003 to examine how extensive access to ICT is in schools, homes and other places...

Mathematical research in Australia is becoming increasingly narrowly focused. The number of mathematics and statistics students and lecturers at Australian universities is critically low. At a time when, internationally, the major scientific advances are being made through collaborations between different branches of mathematics and other...