Student/teacher relationships need time
Targeting teaching to the point of student need is common sense for most teachers. But limited systems, technology and professional learning means the process to achieve this is largely manual and heavy with administration. This leaves teachers with even less time to work with students.
Have more meaningful one-on-one time with your students
The Maths Pathway model is data driven, not admin driven, with real time, actionable data at your fingertips. This gives you more time to support students one-on-one, with information on the individual students’ progress. No more admin or manual processes, just extra time to spend on the important stuff — teaching and supporting students.Find out more
Want to know more?
Building growth mindsets
When students repeatedly struggle to get the answer to a maths problem or are told they are performing poorly in maths they are more likely to become disengaged. The Maths Pathway Model provides you with the tools you need to develop a growth mindset in all students. By also learning the maths that they are ready for, students are able to grow and experience the feeling of success in mathematics. Our model emphasises this growth, encouraging students to see their journey overtime, rather than the level they are currently at. See Maths Pathway students explain growth mindset and how it has helped them.
“I know where each student is at with a lot more detail and with a lot more specific knowledge of the student’s skills and abilities than I had before. In the past, if students were actively asking for help I’d know they were struggling but I didn’t have a lot of formative data to use. I had a pre-test, but that was it. Now I have much more data to draw on to know where students are at and what they should be doing. And therefore my interactions with the students are much more personal and targeted.”Louise Mansfield, St Peter’s College Cranbourne, VIC
“Because the tests are regular, I can see from them if there’s a common mistake, which I can explain before the lesson. Also, the quiet students are more noticeable now. With the feedback cycle, you talk to every single student.”Chris Hill, Epping Secondary College, VIC