Mathematics education experts are raising the alarm over a steady decline in enrolments for senior-level mathematics subjects in Australia.
In 2022, fewer than 20% of Year 12 students studied intermediate mathematics, while only one in 10 pursued higher mathematics and researchers warn this trend could undermine students’ future career opportunities, particularly in science, technology, engineering and mathematics (STEM) fields.
Dr Vesife Hatisaru, a mathematics education lecturer at Edith Cowan University, described mathematics as a “hierarchical” discipline, warning that students who lack foundational skills from earlier years are unlikely to succeed in advanced subjects.
“It is therefore crucial that ALL students study Years 11 and 12 mathematics,” she said. “There is not such a jump between lower secondary (Years 7 to 10) and senior secondary (Years 11 and 12) mathematics,” she told the Media Centre For Education Research Australia.
Barriers to participation
Hatisaru noted that motivation among Australian students appears to be waning and that cultural and personal factors may also influence enrolment decisions.
“Different student groups can have different motives to study intermediate or higher mathematics,” she said. “Considering that schools in Australia can be highly multicultural, identifying motives of students who have different backgrounds … can help to boost student mathematics enrolments.”
She added that altruistic reasons often drive students in other countries—such as Turkey—to pursue mathematics-related careers in service to others, an attitude that may be less common among Australian youth.
Teacher competency also emerged as a concern. “Having competent mathematics teachers in schools is very important and matters greatly,” Hatisaru said, pointing to the need for strong content knowledge and effective teaching beliefs.
Changing perceptions through early engagement
Dr Lorraine Gaunt, a lecturer in teacher education at Charles Sturt University, told MCERA early exposure to mathematics in a creative and inclusive way is key to reversing the trend.
“Mathematics often carries the stigma of being a ‘difficult’ subject, perceived as accessible only to the academically gifted,” Gaunt said. “However, this perception can be transformed if mathematics is taught in a way that is engaging, creative, and exploratory.”
Gaunt emphasised the value of encouraging a “growth mindset” where students see mathematical challenges as opportunities to learn. She advocated for embedding problem-solving, reasoning, and communication into maths education to foster confidence and curiosity.
“By prioritising creativity, critical thinking, and a growth-oriented approach, we can help students develop confidence and curiosity in mathematics,” she said.
Both researchers agree that without strategic interventions, Australia risks falling further behind in preparing students for future academic and workforce demands.