Mathematics Pedagogy and Practice

Drawing on evidence-informed pedagogical frameworks and research, this program will build your confidence and mathematics teaching practice to improve outcomes for students.  

Designed and developed by subject matter experts, including Academy Principals in Residence and Expert Teachers in Residence, this program:

• incorporates evidence-informed theories and frameworks, with an explicit focus on elements of the VTLM 2.0
• supports you to understand the role of evidence-based practices in developing improved teaching practice and learning outcomes within your school context
• will build your capability to implement practices that enact explicit and high-impact mathematics teaching.

Designed for area-based delivery, this is an opportunity to collaborate and learn within an immediate network of peers.  

Audience

Roles

Designed for primary and secondary school teachers who wish to improve their practice and increase their impact on student learning outcomes.  

School sectors  

This program is available to the following school sectors:  

• Victorian government  
• Catholic  
• independent.  

Some content may contain information aligned with Department of Education priorities or initiatives.  

Structure of program

Over 4 months, you will engage in and contribute to:

• 5 face-to-face workshops  
• asynchronous learning. 

Workshops 

• Workshop 1: Learning and explicit teaching
• Workshop 2: Explanation and modelling
• Workshop 3: Fluency
• Workshop 4: Retrieval and curriculum coherence
• Workshop 5: Problem types and supported application 

Asynchronous learning  

Implement classroom activities prepared in these workshops and provide a reflection. 

Completion requirements 

To successfully complete this program and receive a certificate of completion, you need to:  

• attend and participate in all workshops  
• complete all required pre- and post-workshop activities. 

Learning outcomes

You will gain the skills to:

• plan and implement explicit teaching lessons, including ‘I do, we do, you do’ protocol
• support students to build fact and procedural fluency
• plan and implement different assessment practices, including checks for understanding
• use and adapt resources for individual contexts, including Tier 2 and Tier 3 interventions
• plan and implement practices to support students in answering different problem types.  

Fees and financial support

We significantly subsidise costs for all participants.

Additional financial support for government schools

Victorian school participants may be eligible for additional subsidies.

Fees and financial support