I will preface my remarks regarding the present Queensland Mathematics Syllabus by mentioning that I am currently a senior mathematics and physics teacher at a large state high school (primarily mathematics), and I have more than 30 years teaching experience in Queensland and Alberta.  I have a B.Sc. degree in Mathematics followed by a Professional Diploma in Education, and have taught students from age 10 through high school and also in tertiary levels at TAFE and University.  I must say that I strive for currency of practice and am recognised as a progressive teacher who has had a fair amount of success in my teaching endeavours.

My criticism of the new mathematics syllabus (Maths A, B, and C) cannot be more severe. I think it would be impossible to write a syllabus with more shortcomings than the one QSA has produced. I would like to raise several points.

·Assessment objectives are vague and ill-defined.  There is NO-ONE (and this includes teachers, parents, students, and even QSA’s own representatives) who understands what is intended.

·Every teacher I know who has attended a QSA seminar has returned to work agitated, disgruntled, and angry with the lack of direction provided and the lack of clarity presented by QSA representatives.  It is obvious that QSA does not listen to teachers who have to administer the syllabus.

·The lack of “marks” allocation makes it very difficult to discriminate between students’ levels of achievement.  There is a huge difference between a 98% student and an 85% student, yet they both receive roughly VHA.  Numbers have served mathematics well for millennia, yet the QSA seems to think they are irrelevant.  Additionally, the prescribed assessment “schedules” promote mediocrity rather than excellence.

·The syllabus has GREATLY INCREASED the workload of teachers who are already overloaded with teaching and administrative duties.

I would also like to briefly offer some further points which I feel would help improve the syllabus and as a result, student outcomes.

•   Reinstate “marks” allocation for most assessment.
•   Decrease emphasis on many of the “communication” aspects of assessment.  Better intuitive students often don’t understand why they have to write detailed explanations of “obvious” logic.  Additionally, students’ lack of life experience often don’t enable them to discuss “effects of assumptions,” advantages, etc, even at a low level.
•   Consult developmental psychologists when writing content objectives.  Many topics are simply beyond the capability of students due to immature physical development of the brain, yet would be suitable a year or two later.
•   Start listening to teachers.

As I near the end of my career, it would be nice to leave the profession with the syllabus headed in the right direction.