The average classroom has an eight year spread of ability24. Maths Pathway uses advanced diagnostics and ongoing formative assessments to provide granular data on each student’s gaps and competencies. By identifying each students’ learning profile — what they have mastered, what gaps exist, and what they are ready to learn next — Maths Pathway gives students the curriculum mapped content they are ready to learn. This ensures students work within their Zone of Proximal Development, being challenged enough to remain engaged but given plenty of opportunity to experience success.
Baden Powell College
Targeted explicit teaching
Explicit teaching works25. But the wide spread of ability in the classroom means teachers can’t use this strategy effectively when teaching an entire classroom at once. Students who are below level fall further behind, while those above fail to achieve their potential. Those at level are likely to rote learn as they fail to truly understand the subject. These conditions, where most students are unable to experience success, cause many to disengage.
Having access to real-time data allows teachers to identify and group students with similar needs and deliver impactful, stimulating, and personalised instruction. Lessons are conducted with small groups of students who have a similar understanding of a key concept or have comparable learning needs, giving them the opportunity to problem solve, ask questions, and think critically.
I don’t know how I could ever go back to traditional teaching now.
A Rich Learning task is one that engages students and develops critical thinking, reasoning, and problem solving skills. Our Rich tasks are developed in partnership with Dan Finkel, maths teacher extraordinaire and the founder of Math for Love. Dan embraces Rich tasks as a way for teachers to connect mathematical ideas from across the curriculum, spark students’ curiosity and encourage productive struggle — promoting student agency.
Rich Learning tasks and projects allow students to explore mathematics in novel and real-world contexts, moving them beyond the dot points of the curriculum and allowing them to demonstrate and extend their learning. Students are encouraged to think like mathematicians and explore the world of maths in an exciting and playful way.
I expected to improve their maths.
I didn’t expect to improve my teaching.
Curriculum mapped content
Maths Pathway’s content is aligned to each state curriculum, covering mathematics from Years 1 through to 10. Our carefully scaffolded modules of work build students’ understanding, fluency, problem solving and reasoning skills. Worksheets include fully worked solutions to each of the questions, as well as a short instructional video that supports the introduction of new concepts. Students are exposed to routine and non-routine scenarios that prepare them to solve real life problems effectively. Teachers have access to detailed lesson plans for each key concept in the curriculum, as well as a library of Rich Learning tasks with detailed instructions to proficiently run these activities with their class.
Every student’s learning journey is different. But in a traditional classroom each student is assessed on the same aged-based content. Maths Pathway uses ongoing formative assessments to inform what each student should learn next or keep working on. This component is essential for effective personalised learning to gather real-time data and enable timely feedback and intervention.
Thorough data from diagnostics and fortnightly differentiated assessments is organised into actionable, live dashboards giving teachers granular data on every student. This allows them to provide meaningful feedback that is regular and timely. Students with similar learning profiles are also automatically grouped to assist teachers in delivering targeted instruction.
Custom term or semester reports can be generated, exported and shared through different school learning systems.
School Improvement Consultant
Schools are complex environments and Maths Pathway is not a magic solution that schools can pick up and take away. Our model is an important change to the way mathematics is taught and demands proper implementation. That’s why we provide schools with their own School Improvement Consultant. These dedicated specialists assist and guide schools through the implementation process. They provide ongoing strategic advice, coaching, and support to ensure schools make the most of each component of the model.
Professional growth and development
We want our students to be lifelong learners, but what about teachers? Continuous practice improvement requires commitment and ongoing professional development. So does change management. In our seven-year journey we’ve become experts at educating, advising, and supporting teachers. We provide tailored training — both in person and online — at every stage of your Maths Pathway journey.
24. Siemon, D, Virgona, J & Corneille, K 2001, Middle years numeracy research project, RMIT University <www.education.vic.gov.au/Documents/school/teachers/teachingresources/discipline/maths/mynumfreport.pdf>
25. Department of Education and Training, 2017, High Impact Teaching Strategies: Excellence in teaching and learning, Department of Education and Training, Melbourne <https://www.education.vic.gov.au/documents/school/teachers/support/highimpactteachstrat.pdf>