How to improve outcomes with a balanced approach to maths
Mathematics has long been a challenging subject for many students with traditional methods, oversized classes and an increase in out-of-field teaching often making it harder to cater to student learning needs. In recent years, schools across Australia have begun rethinking their approach to maths education with a greater focus on personalised, competency-based learning and a move away from one-size-fits-all resources. In the hope of finding a well-balanced approach that equips teachers to lead their students while empowering them with a personalised approach that achieves meaningful growth.
In this blog, we’ll examine three Australian schools as they address common challenges present in the classroom and search for a solution to the growing problem every school has faced – how to cater to the learning needs of every student. The leaders at Geneva Christian College, Bayside Christian College, and SCOTS PGC College have all analysed the outcomes of their students across PAT-M assessments, NAPLAN and enrollments into VCE maths subjects to evaluate the effectiveness of a personalised, competency-based approach to learning compared to traditional methods.
Take a closer look at each school’s journey
Bayside Christian College
With students commencing Year 7 with vast gaps in their understanding, which grew noticeably as they progressed through high school, the team at Bayside knew they needed to make a change. Traditional strategies and resources could not support their teachers meaningfully, meet individual learning needs, or prepare students for senior mathematics. As a result, the Mathematics Department decided to implement Maths Pathway in 2019 with the hope of differentiating instruction, targeting students at their point of need and promoting mastery, so their students could confidently tackle higher-level maths.
In 2024, five years after implementing a personalised, competency-based approach, the college conducted research into the effectiveness of Maths Pathway through the analysis of PAT-M results. They scrutinised data to identify the rate of growth in maths attainment from year to year and whether that growth is more rapid than the stated norms. Moreover, they compared this against Maths Pathway dosage data to probe whether any positive results are associated with the usage of the program.
After the in-depth investigation into the effect of Maths Pathway on student progress and analysis of key data points, researchers found:
- Growth in the capacity of students to take on higher maths subjects, such as Mathematical Methods and Specialist Math in the VCE.
- Strong development in maths understanding for students from Years 7-9 based on NAPLAN results.
- Approximately 1.4 years of growth in maths learning per school year as measured by PAT-M with clear positive associations with Maths Pathway dosage.
The students at Bayside are not the only ones experiencing success with Maths Pathway, their teachers are loving it as well. “Being able to really differentiate for every student in my class without killing myself is wonderful and being able to stretch their mathematical thinking with rich learning tasks which are creative and engaging makes maths fun.” – Fiona, Teacher.
Read the full research paper exploring personalised learning at Bayside Christian College.
Geneva Christian College
Educating students from Kindergarten through to Year 12, the team at Geneva Christian College understand the importance of a strong focus on personalised learning. The college’s goal is “to support every student from their current point of learning, which entails individualised learning programs for each student across prep to Year 10”.
Aware of the findings that indicate that “in any given year level, there is a five to the six-year difference between the most advanced and the least advanced ten per cent of students”. The team at the College observed that for a Year 7 cohort at the start of the school year, the gaps between students’ capabilities in maths appeared to be at least eight years. Some students lacked foundational understanding from Year 2, while others could engage with material at a Year 9 or 10 level.
Since introducing Maths Pathway to their secondary students in 2017, the team at Geneva Christian College have observed a noticeable increase in student engagement and improved problem-solving skills, particularly with worded equations. In 2024, the college conducted a thorough investigation into the impact of Maths Pathway on student progress considering several key data points. Through this detailed analysis, researchers found:
- Students achieved an average growth of approximately 1.51 years per year.
- Students completing at least 52 Maths Pathway modules annually outperformed their peers in PAT-M scores.
- The study corroborates earlier research indicating a positive correlation between Maths Pathway usage and improved PAT-M outcomes.
- Implementing a clear, data-backed module completion target can be instrumental for schools aiming to enhance mathematics outcomes.
The team at Geneva are thrilled with this new approach as they can put their time and effort where it’s most needed. “Maths Pathway has even pulled the faculty together, teachers really look forward to and enjoy the collaborative meeting time to share what is working on and get help from each other. ” – Sandra, Teacher.
Learn more about the effects of individualised learning at Geneva Christian College.
SCOTS PGC College
After educating students for over 100 years SCOTS PGC College knows better than any school the need for an approach that positively influences student outcomes. In 2017, the college decided it was time to try something new and explore if a differentiated approach could address the growing problem of how to meet the needs of a diverse class of students. They hoped a partnership with Maths Pathway would provide both their students and teachers with the opportunity for differentiated instruction that addresses students’ competencies and areas for improvement, promotes mastery, and enables all learners to progress along a continuum from their current level of understanding.
The team at the college observed that the Maths Pathway teaching and learning model allows students to build knowledge from their unique point of need, even allowing some students to experience success in maths for the first time. Different learning rates have allowed some students to spend time in an area to develop mastery, while others have progressed to content beyond their year level, and especially capable students have completed Year 10 content and started senior maths courses early.
Through the collection and evaluation of PAT-M results and the important data within the program, some key insights were found for those students using Maths Pathway:
- Students achieved an average of 1.60 years’ growth per year in PAT-M assessments.
- Students who completed at least 52 Maths Pathway modules annually outperformed their peers.
- The findings align with previous research showing a strong relationship between Maths Pathway usage and improved maths achievement.
- Setting a clear, evidence-based module completion target can help schools improve student outcomes in mathematics.
Read the full paper and uncover more strategies and insights.
What these case studies teach us about maths education
It’s clear a one-size-fits-all approach to teaching maths no longer meets the needs of today’s diverse classrooms. The future of maths education lies in embracing new approaches that cater to the unique learning needs of each student.
The studies from Geneva Christian College, Bayside Christian College, and SCOTS PGC College show that personalised, data-driven, and balanced instructional models are not only possible but also highly effective in reaching every student and supporting teachers in their practice.
As the education landscape shifts towards more innovative approaches, the potential for transforming maths education across Australian schools is tremendous. To ensure your school is incorporating best practices it’s essential to explore personalised approaches, adapt them to your context, and invest in the tools and strategies that will support both students and teachers.
To delve deeper into the specific strategies used by these schools, access the full research papers below:
