“My Favourite Subject is Maths. For Some Reason No-one Really Agrees With Me”: What Year 6 Students Say About Mathematics

As part of a qualitative longitudinal study on engagement in mathematics during the middle years, a group of twenty Year 6 students were asked to provide their views on mathematics teaching and learning. This paper explores their perspectives of mathematics, firstly drawing on current literature concerning issues of engagement in mathematics and some of the factors influencing students during the middle years of schooling. Students discussed the qualities of a ‘good ’ mathematics teacher and these are examined in light of current teacher professional standards. The levels of engagement in mathematics experienced by students during the middle years of schooling (Years 5 to 8 in New South Wales) has been of some concern in Australia for a considerable period of time. The recent National Numeracy Review (Commonwealth of Australia, 2008) reported that although the levels of mathematics achievement are quite good when compared to international standards, there is an unacceptable number of Australian students who do not achieve appropriate levels of proficiency. The report claims many students fail to enjoy or see the personal relevance of mathematics and few voluntarily continue its study. Although attitudes change throughout the school years, once formed, negative attitudes towards mathematics are difficult to change and can persist into adult life (Newstead, 1998). These findings have been reflecte