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Girls and mathematics

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Digital learning

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Professional learning

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Consumer and Financial Literacy

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Middle years

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Making decisions

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Mathematics and your daughter

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Mathematics for participation in society

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Numeracy education

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Standards document

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Rich Learning Tasks in Number and Algebra for Primary Students

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Home > About AAMT > Position statements

AAMT policies and position statements

Feedback on policies and statements is welcome, or if there are any matters about which AAMT should be developing formal statements. Please contact feedback@aamt.edu.au.

The practice of assessing mathematics learning (2008)

Assessment in mathematics is regularly identified by teachers and schools as a major priority for teacher professional learning programs. This statement identifies the complexity of the task of assessing students’ mathematics learning, and the importance of doing it well. Hence the statement will assist in the development of programs of professional learning that enhance teachers’ approaches to assessment in mathematics.

Promoting positive attitudes towards mathematics

While almost everyone in society appreciates the value of mathematics in our everyday life, the majority of people admit to feelings of anxiety and inadequacy when faced with mathematics. This Position Paper calls for approaches and practices that promote positive attitudes to mathematics.

The Australian Curriculum: Mathematics

AAMT Council has considered the focus and processes for the review and revision of the Australian Curriculum: Mathematics and released its position paper on the matter. Previous statements on the matter of national curriculum are also available for reference.

Consumer and Financial Literacy in Schools (2012)

Consumer and financial literacy is strongly connected to numeracy. In financial settings, “making informed and confident financial decisions” requires people to draw on both their numeracy and their literacy to achieve the best outcome for their own personal or community context.

Adopted by the January 2009 meeting of the AAMT Council and revised 2012. 

Digital learning in school mathematics (2014)

This position paper is for parents and teachers of mathematics. In this document, 'digital' refers to technologies such as graphics calculators, computers, iPads, mobile devices, tablet computers, 3D printing, internet and future developments in computer software and hardware.

This position paper supercedes several earlier documents.

Early childhood mathematics (2006)

A joint position paper of the Australian Association of Mathematics Teachers and Early Childhood Australia (the peak advocacy organisation for young children and members of the early childhood profession). This paper recommends appropriate actions to ensure that all young children have access to powerful mathematical ideas and learning in their early years, and to learning that nurtures success and positive dispositions.

Girls and mathematics

This paper provides advice to teachers, families and students to help address issues around engagement of many female students in mathematics.

GIRLS & MATHS.pdf 692.08 kB

Making decisions about mathematics (1995)

Information for students, parents and teachers arising from A National Statement on Girls and Mathematics, AAMT (1990)

decis.pdf 127.81 kB

School mathematics and your daughter (1995)

Information for parents arising from A National Statement on Girls and Mathematics, AAMT (1990)

daugh.pdf 130.96 kB

Mathematical knowledge and understanding for effective participation in Australian society (1996)

This paper examined what constituted "fundamentals of school mathematics" and identified a set of mathematical learnings considered essential for all Australian students.

know_st.pdf 251.72 kB

Quality mathematics in the middle years communiqué (2006)

Communiqué for the wider education community arising from the conference Quality Mathematics in the Middle Years (held in Fremantle in 2005).

qmmy-com-col.pdf 55.16 kB

Numeracy education in schools (1998)

Statement on the nature of numeracy, the kind of developments in numeracy education which schools and others need to implement and the nature of and foci for assessment of numeracy in schools.

numpol.pdf 348.03 kB

Privacy policy

AAMT and its Affiliates collect and store personal information for the purposes of delivering goods and services to members and others in accordance with the National Privacy Principles outlined in the Privacy Act (1988), the Privacy Amendment Act (2012), and the Privacy Regulation (2013).

Professional learning (2013)

Adopted by the AAMT Council in November 2013. The AAMT acknowledges the voluntary work of a number of members of the Mathematical Association of Tasmania (MAT) in the preparation of this document.

The Australian Association of Mathematics Teachers believes that all educators of mathematics must have the opportunity to access high quality professional learning that promotes a culture of inquiry into teaching practice.

Standards for excellence in teaching mathematics in Australian schools (2006)

The AAMT Standards for Excellence in Teaching Mathematics in Australian Schools were first adopted and published in 2002. They were reprinted in 2006: the text of the Standards themselves was unaltered, but the explanatory notes were updated to reflect the current situation.

standxtm.pdf 49.34 kB

Advice for parents on tutoring

There is no doubt that parents are keen for their children to be confident and successful in mathematics at school. So what can parents do to help their children, particularly if there are concerns about their child’s learning?

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