We envision a world where every student experiences growth and success in maths. No matter their current level, or their background. We believe the way to achieve this is to support teachers to have an even greater impact in the classroom and that’s exactly what our model does.
We make individualised learning practical by using tools that put administration in the background and bring teaching to the front, where it belongs.
What makes us different? We actually care whether or not students are learning. We focus on growth, not attainment levels. We provide teachers with support, not extra paperwork. We want to reinstate the dream you had when you first walked into the classroom, before it became buried under administration and staff meetings. To make a difference in the lives of your students.
From our co-founder
When I walk through the world, I see things differently. I notice numbers, and the way they create patterns and relationships. I search for the connections between the abstract and the concrete. I compute 90% confidence intervals for the quality of my coffee. When my two year-old and I check our carton for broken eggs, it becomes a counting exercise. When I go to a cafe with my five year-old, it becomes an exploration of the difference between one cup and zero cups, and whether zero cups is equivalent to zero pastries. But I’m not trying to do maths. Maths is just part of my identity.
I didn’t use to be like this. I used to be like most of the population: numbers were vaguely threatening, ‘maths’ was something you used in school but probably never anywhere else, and statistics were a tool used by politicians to con the populace.
My mathematical ‘awakening’ came when I was nineteen years old and studying philosophy. While exploring the very real, human experience of the passing of time, I realised that this supposedly vague concept could be described, evaluated and tested not just in traditional language, but in a uniquely expressive and symbolic language – mathematics. Imagine: you can actually write equations that explain why time goes forward, and not backwards!
To be clear, I didn’t have the mathematical knowledge to be able to do that at nineteen. But the very realisation that it might be possible changed my mindset about what mathematics was. I came to believe that mathematics provides a beautiful and elegant way of thinking about the world, that my days are richer and more interesting for having this additional lens on the world, and that instilling a love of mathematics in all of us is valuable in and of itself.
Most of the kids in our classrooms don’t believe those things. Hell, most of the adults in our world don’t believe them. “I’m not a maths person”. “Maths is mostly for boys”. “I was never good at maths”. “Maths doesn’t make sense”.
Maths Pathway rages against this every day. We came into existence to rage against it – and yes, I’m using the word “rage” intentionally. How as educators, politicians, philanthropists and society-at-large can we accept this level of discomfort, of anxiety, of sheer terror when it comes to maths? By far the majority of our children finish school never really understanding maths; never seeing what is beautiful about it, what is exciting about it, what is powerful about it. The mission of the teachers, students, parents, schools and partners who are part of the Maths Pathway community is to ensure that the next generation sees all of that. We’re going to ensure they walk into maths class and feel like this is the best part of the day.
What will success look like? Nothing less than a world that, for the first time in human history, understands and is entirely comfortable with mathematics. It will be a world that most of us won’t even recognise – a population that can’t be manipulated by ‘statistics’, that can solve even the most intractable social and scientific problems, whose interactions with each other are rich, deep and thoughtful.
Co-founder and Chief Visionary
The Education Advisory Board is a select group of education experts, who contribute to the ongoing innovation and refinement of Maths Pathway’s mathematics learning and pedagogy.
Partner at EY
Sonia is a Partner at EY, and has previously been Deputy Secretary for Early Childhood and School Education in the Victorian Department of Education and Training. Sonia brings a strong strategic perspective, extensive senior leadership experience, the ability to interpret organisational and cultural dynamics, and a knack for translating strategic direction into language that influences behaviour. She has a background in teaching, educational psychology and research; and works across Australia providing bespoke advice on school improvement and education strategy.
Head Strategic Research Initiatives at ANU
Roslyn is deeply committed to improving STEM outcomes in Australia. Previously, she has held the roles of Senior Adviser, STEM Education, within the Australian Government Department of Education and Training, and National Adviser for Mathematics and Science Education and Industry, advising the Chief Scientist on all matters related to STEM education. Roslyn has also been a Principal Strategic Consultant with Sinclair Knight Merz, held a number of senior positions at the Rural Industries Research and Development Corporation, and worked for the Commonwealth Science Adviser in the United Kingdom. Roslyn holds a Bachelor of Science, a Diploma of Education (Science), a PhD in photosynthesis, and a Masters in Intellectual Property Law and is a graduate of the Australian Institute of Company Directors. She has published over 90 books and reports and also worked as a science and mathematics teacher early in her career.
Executive Director of the Centre for Evidence and Implementation (CEI)
Robyn Mildon, PhD, is an internationally recognised figure in the field of evidence synthesis and translation, implementation science and program and policy evaluations in health and human services. She is the Founding Executive Director of the Centre for Evidence and Implementation (CEI), an Honorary Associate Professor with the University of Melbourne, and the inaugural Co-Chair of the Knowledge Translation and Implementation Group with the Campbell Collaboration, an international systematic review group.
Former CEO of the Australian Curriculum, Assessment and Reporting Authority (ACARA)
Robert has recently completed two terms as Chief Executive Officer of the Australian Curriculum, Assessment and Reporting Authority (ACARA), first taking up that role in November 2012.
Robert began his career as a teacher of mathematics in Perth before holding a range of positions within and beyond schools in Western Australia. In 1996 Robert was appointed Director, Curriculum, with the NSW Board of Studies, and in 2001 took up the position of Director of Curriculum K–12 with the NSW Department of Education and Training.
Melodie Potts Rosevear
CEO, Teach for Australia
Melodie is the founder and CEO of Teach For Australia, a not-for-profit organisation that is helping provide excellent education for all children, regardless of their background. Previously she was a founding staff member of the Cape York Institute for Policy and Leadership in Queensland, focused on Indigenous and social policy. In her time as Think Tank Coordinator, Melodie helped to advance the Institute’s ambitious reform agenda through policy research, community engagement and helping to establish operational and business models.
Director, Learning First
Jacqueline has significant experience in teaching and education policy. She has conducted international research on teacher development, professional learning and curriculum. Jacqueline has developed workforce strategies for several government clients and has also researched and written case studies on school practice in top-performing education systems as well as in many schools in Australia.
We believe in a world that embraces the complexity, value and beauty of mathematics
Meet the Maths Pathway leadership team
We’re educators, experts, thinkers, doers, creators and lifelong learners. We’re the people helping you build a better future.
Driven by a passion for improving the futures of young people, Richard co-founded Maths Pathway while still a teacher. He steers the organisation in pursuit of a world in which everyone knows and enjoys maths.
A member of the physics research group that discovered the Higgs Boson, Justin swapped his research career for one in teaching. Now, he dedicates his talents to changing the terrible truth that he experienced as a classroom teacher: despite teachers’ best efforts, too many students were graduating with little to no understanding of mathematics. At the Maths Pathway office, Justin works tirelessly to ensure the Learning and Teaching Model is translated into the best possible tools, content and classroom routines. Justin lives and breathes innovation and will leave no stone unturned in the search to help teachers maximise the impact they have on students.
Mati taught high school mathematics and physics for 12 years. Her passion is to create a mathematics curriculum that is fun and engaging for all students, that challenges them and helps them to develop a love for the subject.
Head of Consulting
Previously a particle physicist working in the Higgs Boson group, Joel loved the Maths Pathway vision and joined the team when it was run out of Richard’s shed.
Head of Schools
Laura has a passion for learning analytics and how data can enable better practice. She has led multiple teams over the works and has worked in partnership with schools to help them deliver better learning outcomes.
Head of Engineering
Sean is excited by the opportunities that technology provides to remove mundane tasks from teachers and students, which in turn enables them to engage more deeply with one another and the world around them.