A program to help increase maths specialists in NSW secondary classrooms has shown early success as it moves from pilot to broader implementation in public schools.

The Mathematics Retraining Program provides experienced teachers the opportunity to complete a post-graduate qualification at the University of Newcastle, along with the support of a dedicated team of mentors.

The program is designed to support ‘out-of-field’ maths teachers, such as a physics or arts teacher, some of whom may have been teaching maths for many years.

Senior Research Analyst, School Workforce, Dr Ewa Siedlecka said the participants who have graduated and are now flourishing as better secondary school maths teachers.

“It’s helping to address a major issue, as the Australian Mathematical Sciences Institute reports that 76% of Year 7 to 10 maths classes across Australia are taught by an out-of-field teacher.

“Fortunately, in NSW we have some of the lowest rates of out of field teachers in our permanent teaching workforce,” she said, noting that mathematics has the second highest out-of-field teaching rates behind Languages other than English.

The Mathematics Retraining Program team worked with the University of Newcastle to co-design condensed post-graduate qualifications, from Graduate Certificate to Masters.

The team also developed a virtual community of practice, and participants are assigned a designated mentor who not only helps them with their studies, but also in the classroom.

“Sometimes they help with the concepts that they're studying at university, and they also offer assistance with teaching practice and resources if a participant is struggling to teach a particular concept,” Dr Siedlecka said.

Feedback from the participants indicates they have developed greater capabilities, particularly in senior levels of advanced and extension mathematics.

The Mathematics Retraining Program team shared its knowledge at the 15th International Congress on Mathematical Education in Sydney on Tuesday 9 July, where many participants acknowledged struggling with appropriate teacher supply in their own countries.

“The response to our program was very positive, especially our mentorship and condensed qualifications components.

“One of the key conclusions was there's no point having an initiative for out of field teaching if people aren't going to make it through,” Dr Siedlecka said.