The Math Myth: Unpacking the Secret to Victoria’s Top ATARs

The news that 43 students achieved perfect ATARs last year is nothing short of remarkable. A closer look at their subject choices reveals a striking pattern: every single one of them opted for mathematical methods and specialist mathematics, two notoriously challenging subjects.

These maths courses are scaled up due to their difficulty, making it easier for high-achievers to stand out in a crowded field. But what does this mean for students who don’t have access to top-end schools or resources? And do we risk stifling creativity and diversity by perpetuating the idea that maths is the key to success?

According to Teresa Tjia, CEO of VTAC, choosing subjects you’re genuinely interested in is key. However, John Varvarigos, chief operating officer at Elevate Education, suggests that capability follows repetition – students are more likely to engage with a subject if they know why they’re studying it. This resonates with Georgios Pirpiris’s own experience: as one of the five boys from Melbourne Grammar School to achieve an ATAR of 99.95 in 2022, he credits his years of developing small skills for preparing him for success.

But what about students who don’t have the luxury of attending top-end schools? And what about those who are genuinely interested in subjects outside the STEM disciplines – but find themselves pushed towards maths and science due to pressure from parents or peers?

The statistics tell us that 24,291 unique combinations of VCE subjects were recorded last year. Yet we still see a trend of students favouring maths and science over language subjects. This is not just about academic performance; it’s also about the kind of society we want to build.

As language and performance examinations get underway for VCE students from October 5, we need to ask tougher questions about what this means for our education system as a whole. Are we truly giving every student an equal chance to succeed – or are we perpetuating a myth that maths is the only path to academic excellence?

Rethinking our assumptions and challenging the status quo could create a more diverse and inclusive education landscape – one where students can thrive in their own unique way, without feeling forced into the narrow confines of maths and science.