Central Queensland University’s Bachelor of Learning Management (BLM) degree is on track to boost classroom maths outcomes via pre-service teacher numeracy.

A report of the findings from the Board of Teacher Registration’s (now known as Queensland College of Teachers) Professional Education Committee working party reflects the ethos, structure and content of the BLM numeracy courses.

The BLM courses, which are taught in centres including Mackay, Rockhampton, Emerald, Gladstone, Bundaberg and Noosa, have in particular addressed:.

 Standards of excellence in mathematics teaching covered by the report recommendations.

 Personal and professional attributes recommended by the report.

 Ability to deal appropriately with planning for learning experiences.

CQU's Bill Blayney, Head of the School of Education & Innovation, said the BLM fully supports the report's idea that responsible pre-service teacher programs should have a supporting research agenda.

"BTR’s and BLM’s knowledge structure is very similar and standards recommended by the BTR are clearly in evidence in our courses ," Mr Blayney said. " Personal mathematics competence is an important part of the pre-service teachers experience".

Mr Blayney was pleased with restructuring of pre-service teacher programs at CQU to date.

“We are aware of the need to improve standards in numeracy for pre-service teachers and over the last 2 years our programs have been modified to reflect this need ," he said. "The BTR report and our own monitoring both suggest that we are on the right track to improve student outcomes in the classroom.

"Personal maths competency, innovative classroom practice and creative planning for student’s learning have always been core concepts that the BLM has promoted.

"The report suggests the balance between content and methods - awareness that it is not the maths but how it is presented - and positive content experiences while enrolled in the BLM have had a flow-on effect to construct more effective teacher skills in numeracy classroom practice.

"We hope to further develop research data that continues to expand our knowledge to fully respond to the need for mathematics teachers ready for the 21st Century ."