Victoria is adding some human faces to the world of numbers. The Allan Labor Government has announced the state’s first Maths Ambassadors—four educators tasked with helping students develop a stronger connection to mathematics both inside and beyond the classroom.
Deputy Premier and Minister for Education Ben Carroll said the newly appointed ambassadors would bring energy, clarity and relevance to the way maths is taught and experienced by students across the state.
“Victoria’s first Maths Ambassadors are among the most passionate teachers in our state,” Carroll said. “They’ll support Victorian schools and teachers inspire a love of maths in our students and foster the next generation of maths talent.”
The appointments are part of a broader push to lift numeracy outcomes in Victorian schools, especially in the secondary years, where improvement is still needed. While Year 3 students in the state continue to lead the country in both reading and numeracy, the government has acknowledged the gap that opens up further down the track.
Alongside the ambassador programme, a new Mathematics Position Statement has been released to guide classroom teaching in line with updated evidence and the revised Victorian Teaching and Learning Model (VTLM) 2.0. It includes practical tools for teachers, such as ready-made lesson plans aimed at embedding basic skills and building student confidence in applying them through problem-solving.
The four ambassadors—Eleanor Drayton, Emily Glen, Patrick Kennedy and Stephanie Nitschke—each bring over a decade of classroom experience and a shared belief that every student can succeed at maths with the right support.
Eleanor Drayton from Hume Central Secondary College says her goal is to “make mathematics come alive” in a way that raises aspirations, particularly among girls considering advanced study pathways like VCE mathematics. With a Master of Education in Professional Practice, Drayton believes all students can feel success in maths if given the chance.
Emily Glen of Mount Pleasant Road Primary School echoes that sentiment. With 10 years’ teaching experience and 8 in leadership, she is focused on boosting teacher confidence as much as student engagement. “All learners can succeed in mathematics with the right support and encouragement,” she said. “It’s about creating curiosity and meaningful challenge.”
Patrick Kennedy, based at Our Lady Star of the Sea in Ocean Grove, places emphasis on individualised support. “Every student can develop a strong foundation in mathematics when provided with high-quality instruction tailored to their learning needs,” he said. Kennedy’s approach includes addressing maths anxiety and creating inclusive learning environments. He holds a Master’s in Wellbeing, which informs his work in supporting student confidence.
Stephanie Nitschke from Nazareth Catholic Primary School in Grovedale is known for crafting lessons that spark curiosity. “I find it rewarding to make mathematics both accessible and exciting,” she said. With a Master of Education in Leadership, Nitschke hopes to motivate both students and fellow educators to pursue excellence.
Their ambassador roles will run through to 2026 and will include working directly with schools to build stronger ties between classroom learning and student interests. The goal is not just academic performance, but building a broader appreciation for how maths fits into everyday life—and future careers.
The new initiatives follow ongoing investment in public education across Victoria, which the government argues is about more than classroom results. “No matter where they live in Victoria,” said Carroll, “our young people have access to the best public education for free—giving them the best start in life.”
The statement and the ambassador initiative mark a targeted move by the state to close the numeracy gap and build teaching excellence from the ground up. By blending evidence-based practices with the practical insights of educators on the ground, the aim is to ensure maths is no longer a subject many students fear but one they’re equipped—and perhaps even eager—to tackle.
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