Editorial.

Callingham, Rosemary

I don't think I can remember a time when education was so much in the public eye. In Australia, hardly a week goes by without some news item related to education. Indeed, in the last few days I have been following the AAMT discussion about the Year 12 curriculum, which followed hard on the heels of a similar discussion about the primary curriculum.

This trend is repeated all over the world. I visited Hong Kong in August, arriving to headlines about problems with marks in a high stakes exam. I am writing this from England and in the two weeks since I arrived there have been headlines relating to apparent falling standards in Mathematics and English, advocating streaming, suggesting that teachers have the right to use reasonable force to restrain out of control pupils and concerning contracts to private providers for the supply of schools with specific interests.

All teachers have the interests of their students at heart. Few will jump on the latest bandwagon unless they believe that whatever is being promoted will enhance learning experiences for the students that they teach. At times, this care for students has been interpreted as resistance to change, and mathematics teachers are often particularly criticised for not changing their teaching practice. In fact, as Vince Geiger (a former AAMT president) pointed out recently on the AAMT list, there have been, and continue to be, considerable shifts in the teaching of mathematics. It seems that mathematics teachers, however, cannot win. On the one hand they are criticised for not changing their approaches to teaching, and on the other are being called to account for taking on board messages about formative assessment and constructivist approaches to learning and teaching.

Somewhere in all of this the most important relationship has been forgotten--that between the teacher and the student. It seems that we are so busy looking at the big picture that we have forgotten that schools are really about people. Improving the quality of schooling will not happen unless that crucial relationship between students and teachers is valued and enhanced.

This is where I believe that AAMT continues to make a vital contribution in representing teachers of mathematics. Its many activities, nationally and at state level through the Affiliated Associations, have done much to put mathematics teaching on the map in ways that promote teachers' professional and classroom interests. One aspect that I believe is particularly important is the development of the AAMT Standards for Excellence in Teaching Mathematics. Many education systems, and the National Institute for Quality Teaching and School Leadership (NIQTSL), are developing standards statements for teachers. One crucial difference, however, is that the AAMT Standards were developed by teachers, for teachers using a research-based process.

An aspect of the AAMT Standards that is somewhat different from all others is the emphasis on having a passion and enthusiasm for the teaching of mathematics. Being excited, both about mathematics and also about teaching mathematics to students, is something that cannot be legislated for. Nevertheless, we can recognise and experience it. It is what keeps us in teaching, at whatever level we are working, or wherever in the world we may be.

I was lucky enough to see a teacher in China giving a demonstration lesson earlier this year. He was a recognised "master" teacher and held in high respect in the community. The students were a lively group of 9 or 10 year-olds, scrubbed up and dressed in their best for the important occasion of this lesson in front of a group of foreigners. Before and after the formal lesson the teacher was laughing and joking with the children. The actual teaching seemed formal to our eyes, since all discussion and dialogue was channelled through the teacher. It was obvious, however, that he was taking account of all students in the class, valuing their contributions and building on the children's own ideas to reach the lesson objective, which was the early concepts of permutation and combination. The teacher was passionate about teaching mathematics to these young children, and understood his students well. It was obvious that he carefully tailored his questions to an individual student, so that all children participated fully in the classroom experience. He used a variety of materials, including a set of three teddy bears for each child, laminated cutout bears that he placed on the magnetic blackboard, computer technology including video and flash animated pictures, and chalk! It was, in fact, a wonderful example of a constructivist lesson. As I watched the lesson unfold, I wondered how many people in Australia would criticise it for being too teacher-centred or formal on the basis of a quick glance into the classroom. It occurred to me that many people who don't have a background of teaching mathematics make just these kinds of judgements about the quality of the interactions between the teachers and the students.

For this reason, I think that as a community of teachers of mathematics we should promote and encourage the use of the AAMT Standards whenever possible. Although they take account of the "technical" aspects of teaching, and have embedded in them high standards of scholarship, they are the only teaching standards document that I have seen that captures that sense of excitement and passion for teaching mathematics, and links that to classroom practice. At a time when teachers are being criticised, and mathematics teachers in particular are in the news, let's remember what really counts in the classroom and stand up for ourselves and our students.

This is the last issue of AMT in which I will have direct involvement as editor. I agreed to take over for this year, and work pressures prevent me from extending that further. I am delighted, however, that the editorship will remain with colleagues at the University of New England. Garry Clark will provide continuity and Judith Falle will take over as co-editor. This journal is an important one for mathematics teachers. It allows us to share concerns and ideas about teaching mathematics to students who are at a critical stage in their lives. Of all the teaching groups I know, mathematics teachers seem the most united and have the most fun! Please continue to share that fun and support the journal through sending articles, suggestions or snippets of interest.

As I finish, I would like to thank all at the AAMT office. Without the dedicated team of people in Adelaide this journal would not appear. Toby Spencer deserves a special mention. I am in awe of his skills at turning something that looks pretty ordinary into a high quality, attractive publication, and doing so, under great pressure from deadlines, with grace and charm.

I have enjoyed my time as editor of AMT. Thank you all for the privilege.