Research Papers

An Evidence-Based Approach for Mathematics Instruction

This paper outlines Maths Pathway’s pedagogical model and the research behind why Maths Pathway delivers on meaningful and actionable maths instruction.

Key Points

The paper lists some examples of features that apply the research include: making use of assessment and data to allow for data-informed feedback, data to personalise learning, and the ability to model student growth across maths curricula, combining multiple models of instruction that enable for rich, targeted learning and supporting students to become self-regulated learners.

The assessment and data section covers continuous assessment for, as and of learning, the use of granular data for differentiation, data-informed feedback, and measures of attainment and growth.

The modes of instruction section covers rich learning, targeted explicit teaching and individual learning.

The section on student supports covers reflection and goal-setting, check-ins and coaching and targeted intervention.

Full PDF available here

Leveraging learning analytics for better educational content design

This paper describes the evidence-based processes and practices used by the Maths Pathway Learning Team to develop and improve high quality content and assessment.

Key Points

What we teach is only the beginning; how we teach it can take us and our students over the finish line. This belief drives every classroom teacher and teacher-turned-Learning Specialists at Maths Pathway.

The aim is for students to work in the Zone of Proximal Development (ZPD). These activities are called ‘modules’ (i.e. lessons) and are developed using a unique evidence-based approach that supports mastery in maths learning.

The team of experts at Maths Pathway reviews one part of the curriculum material at a time, prioritising areas where students spend the most time, or currently experience the most difficulty.

Material is re-written with a high degree of rigour, adopting a multi-step collaborative process involving reviews of literature, detailed defense of scaffolding and narrative flow, and more. The module is then re-released for teacher and student use.

Maths Pathway has assembled a team of experts to produce high-quality modules. These ‘Learning Specialists’ are experienced secondary mathematics teachers, primary mathematics teachers, and mathematicians.

Summary paper available here

Full paper (PDF) available here

Keeping students on task and on track

This papers looks at students’ off-task behaviour during Maths Pathway, to understand which aspects of classroom instruction teachers should focus on while using Maths Pathway. It focuses on attention, module transition, and lesson launch.

Key Points

There is a relationship between how long it takes to get started in the lesson and total number of questions responded. For every 1 minute quicker a student can complete their first module question that day, the student can answer an additional 6 questions in that lesson - equivalent to about 6 minutes’ work.

Most off-task behaviours occur at the beginning of class, but the amount of cumulative time spent off-task is roughly the same across the entire lesson.

The time a student spent transitioning between modules was less related to how many additional questions the student answered that lesson. Day of the week (Friday versus other days) doesn’t always matter in terms of off-task behaviour by students.

Afternoons seem to be the worst in terms of off-task behaviour.

Most of the variation in off-task behaviour occurs from lesson to lesson, not school-to-school or teacher-to-teacher.

Overall, we recommend teachers who use Maths Pathway to pay particular attention to the lesson launch.

Full PDF available here