Why our model works
Informed by research
The Maths Pathway model is synthesised from the important work of educational researchers and innovators like Robert J Marzano26, Jo Boaler27, Peter Goss28, Dan Meyer29, Dan Finkel30 and Dylan William31. It represents the best collective up-to-date knowledge we have about high-impact teaching, including effective classroom strategies and powerful learning tools.
Improved by teachers
The foundation of the model is built on pedagogy and education best-practice, but it is supported by insights and feedback from the Maths Pathway teacher community. Teachers know better than anyone, learning is a process, not an outcome. Research changes and best practice updates year after year. 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 67,200 students from 300 schools around the country, informs us about what’s working and what’s not so we can improve our model every year.
As the number of students using our model increases, so too does our capacity to make improvements. In fact, we have a unique ability to use real-time data to update our teacher and student portals — something many other providers simply can’t do. If thousands of students are tripping up on the same question, we know about it. And we can fix it. But even better, we can see the efficacy of the change, ensuring the content we’re delivering to students is the best it possibly can be.
Ingrained in community
Providing a child with a solid maths education is not an easy task. It might start with one dedicated teacher who’s willing to do what’s right instead of what’s easy, but it doesn’t stop there. That teacher needs a committed group of school leaders who are willing to break from the mould. They need a dedicated group of School Improvement Consultants — many of them teachers themselves — to be there to support the change. But most importantly, each needs the other. Because this isn’t just a job. It’s a mission. A mission to provide each and every student with the maths education that they deserve.
Prior to using Maths Pathway, our data suggested that our students were growing at about 0.5 levels in a year. Since starting Maths Pathway our students are averaging 1.6 year’s growth per year.
We find that an amazing achievement, because we’re seeing students who don’t see themselves as maths people, achieving scores sometimes above level. And for us as teachers, that’s incredible, that’s what really drives us.
26. Marzano, R.J 2000, A new taxonomy of educational objectives, Corwin Press, Thousand Oaks
27. Boaler, J & Deweck, C. S 2015, Mathematical mindsets: unleashing students’ potential through creative math, inspiring messages and innovative teaching, Jossey-Bass, San Francisco
28. Goss, P 2017, Towards an adaptive education system in Australia, Centre for strategic research, East Melbourne
29. Meyer, D 2010, Math curriculum makeover, online video, TEDxNYED <https://www.ted.com/talks/dan_meyer_math_curriculum_makeover?language=en>
30. TEDxRainier, November 2015, 5 ways to share math with kids, Dan Finkel <https://www.ted.com/talks/dan_finkel_5_ways_to_approach_math_better?language=en>
31. William, D 2014, Formative assessment and self-regulated learning, in Toward a Theory of Classroom Assessment as the Regulation of Learning, American Educational Research Association, Philadelphia