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  • 2.03Maths  

    Students today are immersed in a globalising world that is marked by rapid scientific and technological growth. As technology advances, we are challenged to collaborate with schools and lead new pedagogical models for learning and teaching, incorporating new technologies in the classroom and providing new learning spaces to meet the needs of students. 

    Theme 2: Quality Teaching for all Learners, Catholic Education Melbourne Strategic Plan 2015–2019 

    Personal Story

     

    Saran Kim
    Year 12 Student, Mater Christi College, Belgrave

    Overview

    The Catholic Education Melbourne Mathematics Services Unit, through collaboration with schools and partners, aims to build system capacity to:

    • lead, design and manage improvements in the teaching and learning of Mathematics
    • plan for and create conditions for effective teaching of Mathematics
    • effectively use assessment
    • implement an integrated set of services that are responsive to school needs
    • engage parents and communities to support Numeracy development for all students.

    Collaborative Strategic Partnerships

    Strategic Support Mathematics–Primary

    Strategic Support is a collaborative partnership between Catholic Education Melbourne and participating schools and is designed to be responsive to school needs. In 2015, 12 onsite school visits and two days of offsite professional learning were provided for each of the 16 primary schools that participated in the program. The onsite visits were designed to strengthen leaders’ and teachers’ capacity to develop and implement effective learning and teaching programs.

    Purposeful Teaching of Mathematics

    Purposeful Teaching of Mathematics (PToM) is a collaborative partnership between participating schools, Catholic Education Melbourne and the University of Melbourne.

    There are three main components of the program:

    • Purposeful Teaching of Mathematics (Intensive); a combination of six offsite and up to six onsite professional learning days. The format allowed the service to be customised to each of the eight participating schools’ needs and context.
    • Leading Purposeful Teaching of Mathematics; two days of offsite professional learning for leaders.
    • Sustaining Purposeful Teaching of Mathematics, a two-day offsite professional learning program, was provided for 10 schools that had previously participated in PT0M.

    All PT0M schools accessed Specific Mathematics Assessments that Reveal Thinking (SMART) an online tool.

    Mathematics: Expert Teaching

    Mathematics: Expert Teaching is focused on providing support and services to teachers, enabling them to plan for and implement effective learning and teaching practices in a supportive and safe learning environment. Expert Teaching acknowledged the existing capacity of participants and responded to the context and characteristics of each cohort.

    Teachers brought current student assessment data to the professional learning days enabling direct connections to be made with their students learning needs and the strategies presented. A variety of assessment tools were used, including Specific Mathematics Assessments that Reveal Thinking (SMART), an online tool. Expert Teaching emphasised the transference of learning into practice. Two distinct versions of Expert Teaching were offered: Expert Teaching F–4 and Expert Teaching 5–8.

    Number Intervention F–4

    Number Intervention F–4 is underpinned by the knowledge that all students can succeed. Services in this project target the training of specialist Number Intervention F–4 teachers and the provision of ongoing professional learning for trained number intervention teachers. Offsite professional learning days facilitated by Professor Bob Wright and Catholic Education Melbourne Number Intervention Tutors aimed to develop teachers’ understanding of the Learning Framework in Number and Number Intervention F–4 assessment schedules.

    The Number Intervention tutors provided onsite mentoring to strengthen the capacity of teachers to use intervention and contemporary pedagogies to improve student learning outcomes. In 2015 the Number Intervention F–4 Project supported 53 primary schools and one secondary school.

    Mathematics Online Project

    Leading Mathematics Professional Learning Google Site

    In 2015 a Mathematics Google Site was developed to provide mathematics leaders and teachers access to mathematics professional learning resources that are appropriate to their needs, beyond the confines of structured professional learning activities. Seventy-five leaders trialled the site and provided feedback through a Google survey.

    Professional learning programs

    2015 MATHEMATICS PROFESSIONAL LEARNING SERVICES PRIMARY Teachers SECONDARY teachers TOTAL
    New Leaders – Literacy & Mathematics Year 1   2 32
    New Leaders – Literacy & Mathematics Year 2 33 1 34
    Masters in School Leadership (Numeracy) 15 7 22
    Mathematics: Expert Teaching F–4 111 0 111
    Mathematics: Expert Teaching 5–8 72 3 75
    Primary Mathematics: Leadership Clusters 377 0 377
    Primary Mathematics: Curriculum by Design 38 0 38
    Leading Mathematics Professional learning 24 0 24
    Leaders as Coaches: Year 2 14 0 14
    Leaders as Coaches: Year 1 17 17 34
    Strategic Support Mathematics: Primary 197 0 197
    Number Intervention F–4: Training Year 2 13 0 13
    Number Intervention F–4: Training Year 1 15 0 15
    Number Intervention F–4: Ongoing 32 0 32
    Leaders: Learning Framework in Number 73 0 73
    Leading Purposeful Teaching of Mathematics 0 23 23
    Purposeful Teaching of Mathematics 6 46 52
    Sustaining Purposeful teaching of Mathematics 0 26 26
    TOTAL 1,067 125 1,192

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