2024 Teacher Fellow, Independent school
Kim Walker
Beyond numbers: Cultivating mathematical wellbeing through pedagogical change
Kim Walker, an experienced educator and leader, was awarded a Victorian Academy of Teaching and Leadership Teaching Impact Fellowship. Kim implemented systems thinking to enhance the mathematical wellbeing of students in Years 9-11 at Balcombe Grammar School.
How would you summarise your Teaching Impact Fellowship
I collaborated with a team of Year 9 and Year 10 Advanced Mathematics, and Year 11 Mathematical Methods, teachers to explore how pedagogical choices can enhance students experience of mathematics. While designing staff professional learning and a series of student workshops, I co-constructed a shared language for engagement, perseverance, and learning habits. This language was intentionally used to frame the values of mathematics. Goal setting, collaboration, reflection, and connection were cornerstones of the project.
What have been the impacts of your project so far?
Through exploring pedagogy to enhance students’ mathematical wellbeing, we observed growth across all seven mathematical wellbeing values. Pre and post survey analysis showed statistically significant differences in accomplishment, engagement, meaning and positive emotion. By including variety in pedagogy with opportunities for students to collaborate, it was found students had increased levels of fulfillment in mathematics.
What have been the benefits to date of taking part in a fellowship?
The Teaching Impact Fellowship created an opportunity to plan, lead and drive systems thinking for the benefit of student outcomes in education. Other teachers and I gained valuable insight into the benefits of using starter questions and the positive impact of collaboration on student engagement. We also observed that students had fun in their senior secondary mathematics classes.
