Mathematics

While mathematics is an established body of knowledge and skills that has been developed over millenia, mathematics research is marked by debates over how to define mathematics, and these debates influence how maths is taught. Some schools of thought define maths as a set of formal rules and procedures that must be mastered to the point of automaticity, while others see it as a creative endeavour and a space for discovery. However, rather than seeing these as dichotomous, it is important to understand how both contribute to effective mathematics teaching and learning. 

Mathematics is essential because it contains important skills and knowledge for participating in society as an adult. It serves as a gatekeeper for multiple opportunities in study and employment.

There is a relatively strong, and growing, body of research on how to effectively teach mathematics to support the learning of all students. The research demonstrates the importance of social factors, particularly engagement and mathematics learner identity, in teaching and learning maths.

It is essential to design learning tasks and select teaching tools carefully to ensure that they support the intended learning. Teaching and learning in maths should balance conceptual understanding with skills practice, and be responsive to the needs of the students and the learning context. Promoting a positive mathematic learner identity for all students and communicating the belief that mathematics is for everyone are important components of effective teaching and learning in maths.

• How can we ensure that teaching and learning in mathematics attends to key concepts and skills while being responsive to all students?
• How can we design tasks and select tools that best serve our learning intentions and promote challenging tasks?
• How can teachers work together to design the best possible teaching and learning programmes in maths?
• How can we promote positive mathematics learner identities and positive ideas about maths?