The scarcity of senior high school students undertaking high-level maths needs an emphatic policy response from state and federal governments that addresses the long-term societal consequences, a new paper concludes.
With just one in 10 students in year 12 electing to study high-level maths and a quarter of all students choosing not to study maths at all, the implications for national productivity are significant.
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Julie Hare is the Education editor. She has more than 20 years’ experience as a writer, journalist and editor. Connect with Julie on Twitter. Email Julie at julie.hare@afr.com
