Informed by research
The Maths Pathway model is synthesised from the important work of educational researchers and innovators like Robert J Marzano1, Jo Boaler2, Peter Goss3, Dan Meyer4, Dan Finkel5 and Dylan William6. It represents the best collective up-to-date knowledge we have about high-impact teaching, including effective classroom strategies and powerful learning tools.
Real-world feedback
Maths Pathway began as a labour of love by teachers, for teachers to improve maths classrooms. As teachers know better than anyone, learning is a process, not an outcome. Research changes, best practice updates and every year more schools become part of the Maths Pathway community. That’s why our most important data source continues to be our community. Feedback from teachers and leaders at Maths Pathway partner schools and data from more than 57,137 students from 269 schools around the country, informs us about what’s working and what’s not so we can improve our model year-on-year.
The power of community
It takes a village to raise a child. Turns out, it takes a village to teach that child maths, too. A community of dedicated teachers to stare down the naysayers and do the hard yards to bring the model into their school and bed it down properly; a dedicated group of School Improvement Consultants — many of them teachers themselves — to be there to support teachers; a committed group of school leaders prepared to do what’s right, even if it’s not easy. This isn’t just a job. It’s a mission. Because we believe that teaching students with Maths Pathway is the right thing to do.
