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Mathematics

The choices teachers make about what to teach and how to teach it have a powerful impact on students’ learning and attitude to maths.

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?

Teaching mathematics in primary school: A practical guide
Mathematics

Teaching mathematics in primary school: A practical guide

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How do people learn mathematics? Insights from the science of learning
Mathematics

How do people learn mathematics? Insights from the science of learning

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Engaging and effective teaching and learning in secondary school mathematics and statistics
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Engaging and effective teaching and learning in secondary school mathematics and statistics

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Mathematics

How to take a culturally responsive approach to teaching mathematics in primary school

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Culturally responsive mathematics education

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Developing positive mathematics learner identities in secondary school
Mathematics

Developing positive mathematics learner identities in secondary school

Amanda Howley-Rouse -
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What to consider when designing mathematics programmes in primary school
Mathematics

What to consider when designing mathematics programmes in primary school

Amanda Howley-Rouse -
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Lisa Darragh and Fiona Ell on teaching maths and statistics
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Mathematics and statistics teaching at primary school

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Five research-derived themes to consider when teaching maths
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Five research-derived themes to consider when teaching maths

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Teaching and learning mathematics at primary school
Mathematics

Teaching and learning mathematics at primary school

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