Funded Research Project

Project Title: The Shallow Teaching Syndrome in School Mathematics towards practical ways that will engage students more deeply

Chief Investigator: Professor Kaye Stacey

Funded by: ARC Discovery Project grant 2007–2008

Project Summary: Australian governments have made considerable investment in international comparative studies of student achievement in mathematics. One of the findings is that an average Australian lesson exhibits the 'shallow teaching syndrome', having relatively lower complexity, higher repetition and less mathematical reasoning than high achieving countries. This project will interview curriculum leaders and textbook writers, and analyse both traditional textbook and innovative curriculum materials. This will help to understand the reasons for the syndrome and recommend practical ways in which lessons that engage students more deeply, can be encouraged.