Mathematics Situation Analysis

Situation Analysis "The Universe is a grand book which cannot be read until one first learns which it is composed. It is written in the language of mathematics..." - Galilei Galileo Mathematics embraces the largest part of the universe where it aims to help individuals understand the world. It plays a concrete and intangible role to real world perspective. Mathematics, according to the Australian Curriculum Assessment and Reporting Authority (2013), has seven general capabilities enumerated as literacy, numeracy, information and communication technology, critical and creative thinking, personal and social capability, ethical and

It aids critical and creative thinking as individuals learn to generate and evaluate knowledge, classify concepts and ideas, seek possibilities, considers alternatives and solve problems. It also requires learners to think broadly and deeply using skills, behaviors and dispositions such as reasoning, logic, resourcefulness, imagination and innovation particularly in justifying and looking for alternative ways to approach mathematical problems. It helps individuals to develop skills in initiative taking, decision making, communicating, budgeting, financial managements, and understanding Statistics in everyday contexts. Furthermore, it encouraged individual use mathematical thinking in identifying and resolving issues related to living with diversity. The above views therefore ascertained that Mathematics highly contributes to individuals and to nations’ progress. Students with sufficient knowledge and understanding of Mathematics are expected to have great opportunities in the future. As the National Council of Teachers of Mathematics stated “Mathematical competence opens door to productive futures. A lack of mathematical competence closes those doors” (NCTM in Pearson, n. d.). To help today’s youth prepare for tomorrows’ world and become

(OECD, n. d.) One of their issue areas is on education where it produces research on international education policies, school systems, and students and teachers’ performances. Under the supervision of OECD a comprehensive assessment of student performance well-known as the Programme for International Assessment (PISA) was launched (UNICEF, n. d.). OECD’s PISA was started in the year 2000 and conducted every three years. Singapore, Hong Kong, South Korea, Japan, Finland, and Taiwan are the top performing countries in the OECD’s PISA since it was started (Coughlan, 2015). In connection with the OECD’s PISA, the Teaching and Learning International Survey (TALIS) was conducted and initiated in 2008. It gives teachers and school leaders around the world a voice to speak about their experiences that can be used in preparing and providing high-quality education to the learners (Sorensen, 2009). Moreover, OECD’s large-scale data gathering project known as Programmed for International Assessment of Adult Competencies (PIAAC) was formed. It aids individuals to develop cognitive and workplace skills needed for successful participation in 21st century society and global economy (NCES,