• Duration
    15 weeks
  • Location
  • Mode
  • Fees
    DET Fully Subsidised

Make student-centred learning the focus of your mathematics curriculum. 

This fully online course explores the process of effective mathematics planning and how to lead the design of student-centred learning sequences and experiences in mathematics for school teams.

Leading Mathematics Planning examines the demands and challenges of effective mathematics planning, and the opportunities for leading teachers to incorporate effective strategies in planning routines.

You will unpack a research-informed planning model and explore strategies for leading, enhancing and effectively documenting the outcomes of mathematics planning to encourage collaboration across your school team.

Leading Mathematics Planning is part of Bastow's Numeracy Suite.

Note: There are 4 online numeracy courses commencing in Term 3 2022. Participants are able to apply for one course only, so please review the course information carefully before you submit an application.


Designed for Victorian government school teacher leaders (F-10) with a desire to develop their understanding of and capacity to lead teachers of mathematics and numeracy. Participants could include:

  • primary or secondary numeracy or mathematics leaders
  • professional learning community leaders
  • curriculum coordinators.

Note: a maximum of 2 enrolments per school will apply due to capacity constraints.


Facilitated by Dr Aylie Davidson and Associate Professor Ann Gervasoni from Monash University's Faculty of Education.

The estimated time commitment for this course is 3 hours per week during workshop weeks, and up to 2 hours per week during non-workshop weeks.

Over 15 weeks, you are expected to engage in and contribute to:

  • 5 virtual workshops
  • a weekly self-directed learning activity
  • a weekly school-based investigation task
  • a Mathematics Leadership Project to be completed over the last 6 weeks of the course.

Additional support will be available through optional live discussion groups on non-workshop weeks. These are an opportunity for you to engage with your peers and facilitators in a more informal way, to support your learning.

Click on the ‘View dates and apply’ button for workshop dates and times.

Virtual workshops

You will participate in five 2-hour virtual workshops.

Each workshop will focus on launching your learning for each of the 4 inquiry cycles. (Note: inquiry cycle 4 has 2 virtual workshops.)

  • Inquiry cycle 1 
    Examine characteristics of student-centred learning, a model to support mathematics planning and how to develop a comprehensive understanding of your school context and approaches to mathematics planning
  • Inquiry cycle 2 
    Effective collaborative mathematics planning and building teachers’ knowledge of mathematics and pedagogy
  • Inquiry cycle 3 
    Examine high quality resources to inform planning and building mathematical and cross-curricular connections and unit plan documentation
  • Inquiry cycle 4
    Start laying the groundwork for effective collaborative planning and student-centred pedagogies.

Self-directed learning

Activities will include targeted professional readings, practice tasks and critical reflection.

School-based investigations

Each week, you will complete a short practical activity in your school connected to the week’s learning. You will report back and discuss your findings from this investigation with your colleagues on the discussion boards. 

Mathematics leadership project

To apply your learning, you will undertake a Mathematics Leadership Project, during which you will examine your school’s current planning approaches and develop and implement a plan to lead your school’s mathematics teachers towards more student-centred mathematics learning. You will present the outcomes of your project in week 15 and engage in a project feedback process during inquiry cycle 4.

You'll gain knowledge and understanding of:

  • the current research around effective mathematics planning
  • how to plan approaches and practices that focus on student-centred learning in mathematics
  • the available mathematics education resources to inform planning
  • how to build teachers’ capacity for effectively planning for student-centred learning in mathematics.

You'll build the skills to:

  • develop a knowledge of effective student-centred planning practices and share new research with staff
  • confidently and competently lead collaborative planning
  • prioritise evidence-based, high-impact strategies and support staff to use them consistently in their planning
  • document high-quality unit plans that connect assessment, planning and teaching for student-centred learning in mathematics
  • develop trusting relationships with students and staff
  • foster the collective efficacy of staff
  • build high expectations of students and staff.

Course completion requirements

In order to receive a Certificate of Completion for this course, you are required to:

  • attend at least 80% of the virtual workshops
    (Note: Participation in at least 4 of the 5 workshops is required. These are to be attended on the scheduled day and time and cannot be reviewed in your own time in a catch-up capacity.)
  • complete at least 80% of the school-based investigation for each week
  • contribute to the discussion boards at least once per inquiry cycle
  • complete and submit a Mathematics Leadership Project during inquiry cycle 4.

Leading Mathematics Planning is fully subsidised by the Department of Education and Training for Victorian government school participants.

Before submitting an application for this course, please carefully consider the course information, the weekly requirements and time commitments.

It is important to note that there are 4 online numeracy courses commencing in Term 3, 2022. You are able to apply for one course only, so please review the course information carefully before you submit an application.

Additionally, school applications will be prioritised over DET employee applications.

Last updated 26 May 2022