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.

• Lead explicit instruction protocols. Apply the ‘I do, we do, you do’ framework to create structured lessons that reduce student confusion and accelerate learning.
• Build student procedural fluency. Use evidence-based strategies to help students automatically recall math facts, reducing cognitive load for complex problem-solving.
• Implement formative assessment checks. Master frequent ‘checks for understanding’ to gauge student progress in real-time and adjust teaching immediately to prevent learning gaps.
• Navigate tiered support systems. Adapt high-quality resources for Tier 2 and Tier 3 interventions to ensure every learner achieves success.

This program is delivered by local facilitators who have completed Mathematics Pedagogy and Practice: Facilitator Program.

Mathematics Pedagogy and Practice is designed by educational consultants Brendan Lee and Karina Stocker.

Brendan is a seasoned primary school leader and educational consultant dedicated to bridging the gap between educational research and classroom practice. After a brief hiatus from teaching to run a café, Brendan returned to the profession with a mission: to define the "science of maths" as clearly as the science of reading. A collaborator with AERO, CIS, and the Grattan Institute, Brendan also serves on the Board for Ochre Education. Through professional learning, his blog, Learn with Lee, and the Knowledge for Teachers podcast, he champions evidence-based education and shares key principles that can transform teaching practices.

Karina is an experienced classroom teacher, instructional coach, school leader, and educational consultant specialising in the implementation of evidence-based instruction and assessment, and Multi-Tiered Systems of Support (MTSS). She currently leads whole-school MTSS implementation and provides instructional coaching at Docklands Primary School across literacy, mathematics, and behaviour support, with a focus on the implementation of evidence-based Tier 1 instruction, targeted intervention, and the use of effective data-based decision-making practices. Karina is also a PhD candidate at Monash University, where her research has examined the implementation of learning sciences within MTSS frameworks to support improved learning outcomes and equity in Australian primary schools.

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.

Delivery

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. 

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.  

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. 

We significantly subsidise costs for all participants.

Financial support

Victorian school participants may be eligible for additional subsidies.

Fees and financial support