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Esther White presented two insightful workshops on developing strong mathematical foundations for all students. She described mathematics as a language with distinct rules and symbols that must be seen, felt, heard and manipulated to be truly understood and embedded. She emphasised the importance of mastering foundational skills and highlighted the need for a systematic, hands-on

Scrolling Facebook this week, our team stopped on a post from the National Center for Learning Disabilities (NCLD). The headline was impossible to ignore: “Nearly nine in ten students with learning disabilities struggle to focus… Over half are chronically absent… Almost one in two report mistreatment by teachers.” Those numbers come from “Succeeding in High

Dyscalculia can be a hidden obstacle for many students. Unlike reading difficulties, which can show up early and are often more readily identified, struggles with maths might be attributed to “just not trying hard enough” or “not liking maths.” Early detection is crucial for providing targeted support that can prevent students from falling behind. In

Dyscalculia often sits under the radar, overshadowed by more commonly discussed learning difficulties like dyslexia. As a result, misconceptions about Dyscalculia abound. These myths can prevent students from getting the help they need, perpetuating a cycle of frustration and underachievement. In this blog post, we’ll debunk common Dyscalculia myths and explore how explicit teaching helps

Every learner has a unique way of processing information—this reality becomes especially poignant when working with students who have Dyscalculia. Personalising instruction allows teachers to meet each student at their level, addressing specific gaps and ensuring they gain true mathematical fluency. In this blog, we’ll explore effective tactics for personalising instruction to better support learners

Dyscalculia interventions can sometimes feel like guesswork—trial and error in search of a breakthrough. But the I-CRAVE Maths Methodology and framework offers a structured, step-by-step method to move students from confusion to clarity. This final post in our series delves into how each element of the I-CRAVE Maths Methodology can be tailored to support learners

Introduction Welcome back to our series exploring the powerful connections between John Hattie’s Visible Learning research and Maths Australia’s I-CRAVE pedagogy. In our previous posts, we delved into constructivist teaching, explicit teaching, and direct instruction. In this fourth post of the overall series and the first of this new set, we will examine the Jigsaw

Introduction In this final post of our series exploring the alignment between John Hattie’s Visible Learning and Maths Australia’s I-CRAVE pedagogy, we will examine how the I-CRAVE methodology is specifically designed to support a Response to Intervention (RTI) framework, an evidence-based approach for addressing student learning needs. Understanding Response to Intervention (RTI) Response to Intervention

Introduction Welcome to the third post in our series exploring the alignment between John Hattie’s Visible Learning research and Maths Australia’s I-CRAVE pedagogy. In this post, we will examine direct instruction, a fundamental teaching strategy, and its role in Maths Australia’s I-CRAVE framework. Direct Instruction: Clarity and Guidance Direct instruction is characterised by the teacher

Introduction In this post, the fourth in our second series and seventh overall, we delve into the crucial area of problem-solving teaching and its strong alignment with Maths Australia’s I-CRAVE pedagogy, drawing insights from John Hattie’s Visible Learning research. Understanding Problem-Solving Teaching Problem-solving teaching, with an overall effect size of 0.61 in Visible Learning, is

Introduction Welcome to the next post in our series connecting John Hattie’s Visible Learning research with Maths Australia’s I-CRAVE pedagogy. In this post, we will explore the powerful concepts of scaffolding and situated learning, and how they are integral to the I-CRAVE methodology in fostering deep mathematical understanding. Understanding Scaffolding and Situated Learning Scaffolding and

Introduction In this instalment of our series on Visible Learning and Maths Australia’s I-CRAVE, we will explore Reciprocal Teaching, a strategy known for its effectiveness in enhancing comprehension, and draw parallels to how the I-CRAVE pedagogy encourages similar active processing of mathematical concepts. Understanding Reciprocal Teaching Reciprocal Teaching (with a Hattie effect size of 0.74)

Unlocking Maths Potential: A Journey Through Effective Primary Education Welcome to our brand new blog series, where we’ll be taking a deep dive into the key elements that drive success in primary school mathematics. Over the next few weeks, we’ll be exploring insights gleaned from the Grattan Institute’s recent report, “The Maths Guarantee,” and how

Following on from our last discussion about the vital role of the teacher, today we’re focusing on another cornerstone of effective maths education: understanding how our primary school students actually learn. We’ll be drawing insights from the Grattan Institute’s “The Maths Guarantee” report and the core principles of Maths Australia’s pedagogy. The Grattan Institute’s report

Today, we’re diving into something absolutely  for our young learners: the power of effective teaching in primary school maths. We’ll be looking at insights from the Grattan Institute’s recent report, “The Maths Guarantee,” and how it aligns with Maths Australia’s core beliefs about how maths should be taught. The Grattan Institute’s research is clear: teachers

Today, we’re shining a spotlight on the very heart of effective maths education: the role of the teacher. We’ll be exploring how the Grattan Institute’s “The Maths Guarantee” report and Maths Australia’s pedagogical philosophy both underscore the teacher’s central importance in shaping young mathematicians. The Grattan Institute’s research firmly positions the teacher as a key

Overview DocumentAn Evidence-Based Analysis of the “Foundations of Maths by Maths Australia” Training Course: Alignment with Contemporary Pedagogical Research and Recommendations for Enhanced Practice Written by Kathryn WylieBHSHM., BEd., GradDipPsySc., BPsychSc(Hons. H1) I. Executive Summary II. Introduction: Context of Mathematics Education in Australia III. Pedagogical Foundations of “Foundations of Maths by Maths Australia” IV. Core Methodologies

This is the second in a series of three blog posts exploring effective mathematics pedagogy, drawing on the insights of the Australian Association of Mathematics Teachers (AAMT) 2025 position on pedagogy in mathematics and Maths Australia’s ‘I-CRAVE Maths’  methodology. In this post, we will delve into strategies for developing mathematical proficiency in students. 1. The

Effective mathematics teaching is the result of careful and purposeful planning. This blog post is the first in a series of three that will explore the key elements of purposeful planning in mathematics education, drawing on the insights of the Australian Association of Mathematics Teachers (AAMT) 2025 position on pedagogy in mathematics and Maths Australia’s

Effective mathematics learning is highly dependent on explicit instruction. This approach isn’t just a pedagogical buzzword; it’s a fundamental component of effective learning, especially in the often-challenging domain of mathematics. This blog post will explore the importance of explicit instruction, drawing on insights from AERO’s insightful review, “Supporting Students Significantly Behind in Literacy and Numeracy,”

How do we effectively bridge the gap between tangible, real-world experiences and the often-abstract world of mathematical concepts? The Concrete-Representational-Abstract (CRA) approach provides a powerful and well-researched framework for achieving this. Both Maths Australia’s I-CRAVE pedagogy and AERO’s review, “Supporting Students Significantly Behind in Literacy and Numeracy,” strongly advocate for the use of the CRA

This is the third and final in the series of blog posts exploring effective mathematics pedagogy, drawing on the insights of the Australian Association of Mathematics Teachers (AAMT) and Maths Australia’s ‘I-CRAVE Maths’  methodology. In this post, we will examine strategies for adapting to and supporting all learners in the mathematics classroom. 1. Recognising Diversity:

In the dynamic landscape of education, it’s crucial to recognise that students have diverse learning needs. A one-size-fits-all approach simply won’t cut it. Multi-Tiered Systems of Support (MTSS) offer a transformative framework for providing differentiated support to students, ensuring that every learner has the opportunity to thrive. Both AERO’s review, “Supporting Students Significantly Behind in

How do we, as educators, gauge the effectiveness of our teaching and ensure that students are making adequate progress? Curriculum-Based Measures (CBM) offer a valuable tool for monitoring student learning and informing instructional decisions. AERO’s review, “Supporting Students Significantly Behind in Literacy and Numeracy,” places a strong emphasis on the use of CBM, while Maths