Engineers Australia has stated the latest NAPLAN results highlight the need for stronger mathematics education, after national results showed around one in three Australian students did not meet national benchmarks and numeracy performance remained mixed across year levels.
According to the organisation, while students in Years 5, 7 and 9 recorded modest improvements in numeracy, Year 3 students posted their lowest numeracy results since 2023.
Engineers Australia Chief Engineer Katherine Richards AM CSC said the results, while only one measure of student learning, point to a broader challenge around student engagement with mathematics.
“Too many young Australians are disengaging from mathematics at an early age, and that can impact future career opportunities and the pipeline of STEM talent,” Richards said.
“Many students stop studying maths because they think it’s too hard and struggle to see its practical use and relevance to their lives and careers.”
She said students should be shown how mathematics connects to real-world issues, including the development of new technologies, artificial intelligence and climate change solutions.
“We must show students that maths is creative, rewarding and connected to the real-world challenges they care about – from developing new technologies, AI and tackling climate change,” Richards said.
Richards also encouraged students to continue studying mathematics even if they found it challenging, saying strong performance was not the only pathway into engineering, science and technology careers.
“Students should know they don’t have to be perfect at maths, science and technology – they need to stick with the subjects to help ensure they keep future career options open,” she said.
“There are more pathways into engineering, science and technology than many young people realise. Maths provides a foundation for many of those opportunities.”
Engineers Australia said governments, educators, industry and the wider community all have a role in strengthening mathematics education from an early age. Richards said this included investing in primary school foundations, supporting teachers, reducing out-of-field teaching and improving links between classroom learning and real-world applications.
“It’s vital that we invest in strong foundations in primary school, better support teachers, reduce out-of-field teaching and connect classroom learning to real-world opportunities. We also need to ensure girls can see themselves in STEM through visible role models and clear pathways into these careers,” she said.
“Maths is like a muscle. It grows stronger through practice, persistence and the right support.
“Every student who continues to study maths keeps more doors open, not only for themselves, but for Australia’s future.”
