89% of principals and 86% of teachers say differentiation is either extremely or very effective.1
Differentiation for every student
Every student is unique and so their journey of learning maths should be too.
We've made differentiation achievable for teachers, so that all students can experience growth and success in maths.
The Maths Pathway Model
Explore the Maths Pathway Model
Continuous differentiated assessment
- diagnostic (for)
- formative (as)
- summative (of)
- project-based assessments
Granular data for:
- targeted intervention
- measures of attainment and growth
Modes of learning
- Targeted explicit teaching
- Rich learning
- Personalised Individual learning, online and offline
- Targeted intervention
- Reflection and goal-setting
- Check-ins and coaching
- Ready to go lesson plans
- Technology that supports personalised learning
Get guidance and professional development
- Professional development
- Dedicated School Consultant to help you with change management and provide coaching
Take the first step
Speak with one of our experts to see how the model can help with your needs.
Exceeding the curriculum expectation
Maths Pathway classrooms learn, on average, 0.67 more maths than a traditional classroom and 0.24 over the expected curriculum
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You will need at least 70% of students to have access to a device on a regular basis and there are some cases (e.g. diagnostics and tests) where every student will need access. The Maths Pathway Student Portal will run on both computers (laptops and desktops) as well as touch devices like Android tablets and iPads. We recommend that the Teacher Portal is accessed from a computer.
It’s important to note that Maths Pathway is not an online tool. While students will spend some time accessing content online, many learning modes including targeted explicit teaching to small groups, energisers and Rich Lessons with the whole class form important parts of the model.
Yes. Our learning content is developed by the Maths Pathway learning team and is written to the ACARA Maths 1-10 Curriculum. It is subsequently mapped to all separate State curriculums/syllabi including the Australian Curriculum, Victorian Curriculum and NSW Syllabus.
No. At least 70% of the teachers time is spent with individual students. Maths Pathway incorporates different learning modes to ensure that students are receiving content in a variety of ways. This includes individual modules, targeted explicit teaching in small groups, energisers to break up lessons and Rich tasks designed for whole class collaboration.
Maths Pathway isn’t an online tool — it’s a whole new way of teaching and learning maths in the classroom. Our model combines data-driven insights, systemisation and high impact strategies to increase student engagement and teacher impact. We’ve made the first professional development video for new teachers available to watch here to give you an overview of how the model works.
Maths Pathway also provides multiple levels of support, live and on-demand training, as well as a dedicated consultant to help you and your colleagues throughout implementation of the model and beyond.
Maths Pathway is designed as a stand-alone model that empowers teachers to personalise the learning experiences of each of their students and effectively replaces any resources you are currently using for maths, such as textbooks or other online programs. Maths Pathway is not used as an intervention program, and unfortunately we do not offer individual licenses for one class or a particular group of students. This is a whole pedagogical approach to teaching and learning at the school. We implement across a full cohort, usually starting off with Year 5/6 in a Primary or Year 7 in a High School.
The licence cost of Maths Pathway is calculated based on the size and demographics of your school. Contact us to learn more.
Maths Pathway was founded in 2013 by Australian teachers Richard Wilson and Justin Matthys to address the spread of ability they were challenged with in their classroom.
Maths Pathway is a comprehensive Learning and Teaching Model, rather than simply an online product to supplement maths.
Other programs out there usually do pre & post testing, determined by the age-based curriculum. Our diagnostic tool is adaptive so the questions change based on what students answer and their gaps/competencies are assessed across the curriculum from Level 1-10A. The appropriate curriculum-mapped content is then delivered via online modules.
However, we definitely don’t believe that students should just sit on their devices. We use technology to simply take away the admin burden of the teacher having to spend time to assess where each student in the class is at, and then which piece of content to deliver them, at just the right time. We take care of the scope and sequencing planning so you can focus on teaching in the classroom.
Please read the research white-paper: "An Evidence-Based Approach for Mathematics Instruction – Analysis of the Maths Pathway pedagogical model" by Dr Kripa Sundar and Dr Katerina Schenke here.
Maths Pathway is an evidence-based pedagogical approach so we use best-practices in teaching to ensure that teachers are being as impactful as possible in every interaction with their students. You can also learn more about the research behind our model in our Impact Report and on our blog.
We currently don't offer individual licences for homeschooling or tutoring. However, it is something that we are considering. If you would like to express your interest in individual licences, please let us know by emailing email@example.com
You can read: An Evidence-Based Approach for Mathematics Instruction – Analysis of the Maths Pathway pedagogical model by Dr Kripa Sundar and Dr Katerina Schenke here.
We also share further details about our model on a yearly basis via our Impact Report. This document outlines the principles that underpin our teaching and learning model, the research behind it and the results achieved by 76,000+ students using Maths Pathway. You can also find some anecdotal evidence shared by our schools in it. These schools have experienced an increase in the number of students pursuing Senior Maths courses in Years 11 and 12.
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