ABSTRACT This research project investigated the reasons why senior secondary school students elect not to enrol in a higher mathematics course. All Year 11 and Year 12 mathematics students within Western Australian schools (aged 17–18 years) were invited to participate in a single, anonymous, online survey comprised predominantly of qualitative items. In line with a symbolic interactionist theoretical perspective, participant responses (n = 1351) were analysed to determine the meaning students conferred upon decisions to enrol in mathematics courses. In particular, responses indicated that students are dissatisfied with mathematics, there are other more viable courses of study to undertake, and that the Australian Tertiary Admissions Ranking (ATAR) score can be maximised by taking a lower mathematics course. Additional testimony suggests that there are few incentives offered to students undertaking a higher mathematics course, and that such courses are not needed for university entrance nor in later life. In light of these findings, a discussion synthesises student-led suggestions with current literature which could lead to higher future enrolments in secondary mathematics courses.

中文翻译：

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没有报读高等数学课程的原因：聆听澳洲高中生的心声

摘要 本研究项目调查了高中生选择不报读高等数学课程的原因。西澳大利亚学校的所有 11 年级和 12 年级数学学生（17-18 岁）都被邀请参加一项主要由定性项目组成的匿名在线调查。根据符号互动论的理论观点，对参与者的回答（n = 1351）进行了分析，以确定学生在决定参加数学课程时所赋予的意义。特别是，回应表明学生对数学不满意，还有其他更可行的学习课程要学习，并且可以通过学习较低的数学课程来最大限度地提高澳大利亚高等教育入学排名 (ATAR) 的分数。额外的证词表明，很少为学生提供高等数学课程的激励措施，而且大学入学和以后的生活都不需要这些课程。根据这些发现，讨论将学生主导的建议与当前的文献相结合，这可能会导致未来中学数学课程的入学率更高。