Mathematics

The aim of Mathematics K–10 is to enable students to become confident users of mathematics, learning and applying the language of mathematics to communicate efficiently and effectively. They develop an increasingly sophisticated understanding of mathematical concepts and a fluency with mathematical processes that helps them to interpret and solve problems. Students make connections within mathematics and connect mathematical concepts with the world around them. They learn to understand and appreciate how mathematics is a relevant part of their lives.

The Maths Guarantee

The Grattan Institute’s Maths Guarantee 2025 report outlines a comprehensive, evidence-based strategy to enhance mathematics education in Australian primary schools. One section of the report describes the practices and priorities that can enable a school to drive outstanding results in mathematics which include:

School leaders are responsible for the quality of maths teaching

School principals must encourage, support and expect all teachers, support staff and families to work on a shared agenda aimed at improving the standard of Mathematics across the school. This includes making best use of available staff experience and expertise.

Protecting time for maths teaching

Maths must be prioritised with a whole school expectation that Maths teaching will occur on most, if not all school days. The time available time for Maths is to be used efficiently and effectively for quality teaching and learning.

Establish and maintaining effective instructional routines

Short, sharp lessons involve teachers modelling procedures, guiding practice with immediate feedback, and gradually transferring responsibility to students as they foster independence and confidence in their mathematical abilities and undertake increasingly challenging and interesting learning.

Reliable data to monitor student progress

High quality assessments show if students are mastering the curriculum and are used to evaluate the quality of teaching. This data identifies starting points for improvement and is used to monitor progress over time.

Schools need to provide catch-up support to struggling students

Targeted interventions address areas identified by data, with a focus on building the skills and understanding required to reach minimum proficiency. This instruction should supplement classroom teaching and be for short periods in small groups or as one-on-one support.

Extending high-achievers

Across the school (K-6), accelerated learning for High Potential and Gifted & Talented students in Mathematics including classroom and school provisions such as maths groups and participation in Maths challenges and competitions

Supporting teachers to have the knowledge and skills they need to teach maths well

Ongoing high-quality professional learning to build the quality of maths teaching with teachers having a deep understanding maths, at a procedural (how to) and conceptual (why it works) level. They must have the ability to clearly explain concepts, anticipate misconceptions, and have a belief in their ability to effectively do and teach maths.

Reflecting on this report, Ashfield Public School is committed to boosting student learning in maths by prioritising a whole school approach which includes using data and explicit and differentiated teaching to improve student outcomes.

Hunter, J., Haywood, A., Parkinson, N and Petrie, D. (2024). The Maths Guarantee: How to boost students’ learning in primary schools. Grattan Institute

Principal Performance Improvement Tool (2018) Australian Council for Educational Research

National School Improvement Tool (2016) Australian Council for Educational Research

NSW Department of Education NSW Mathematics Strategy 2025

Learning to teach primary mathematics