MTSS

• Multi Tiered Systems of Support

Australian Association of Mathematics Teachers

• Purposeful Planning in Maths: Building Strong Foundations for Learning
• Developing Mathematical Proficiency: Key Strategies for Effective Teaching
• Adapting to and Supporting All Learners in Mathematics: Creating Inclusive Classrooms

John Hattie's Visible Learning research

• Series - Visible Learning in Action: Constructivist Teaching and Maths Australia's I-CRAVE™
• Series - Visible Learning in Action: Explicit Teaching Strategies and Maths Australia's I-CRAVE™
• Series - Visible Learning in Action: Direct Instruction and Maths Australia's I-CRAVE™ 

Grattan Institute

• Unlocking Maths Potential: A Journey Through Effective Primary Education
• The Teacher Effect: Making Maths Count in Primary School
• Understanding How They Learn: The Key to Maths Success in Primary School
• The Guiding Hand: The Teacher's Pivotal Role in Primary Maths

Our I-CRAVE Maths™ Methodology was developed by Maths Australia CEO & Director, Esther White. It informs everything we offer and systematises the latest pedagogical research to make maths the simplest subject in the world for teachers, assistants and students to understand, master and enjoy.

Our focus at Maths Australia is to educate teachers in research and evidence based pedagogy and to provide them with smart, multi-sensory and developmentally relevant solutions that they can bring to their students, confident of their success.

Since 2000, we've been diligently testing how to most effectively integrate research to provide outstanding numeracy outcomes for both neurotypical and neuro-divergent students.

I = IDENTIFY - To offer effective instruction, you must know the student's current level of mastery. Through a sequential series of simple-to-use assessments, you'll identify the foundations that are - or are not - in place for us to build upon and hence where to begin.

C = CONCRETE - Every lesson begins with accurate demonstrations using the relevant hands-on manipulative tool (integer blocks or advanced kit) to build rectangles and create understanding for application in real life.

R = REPRESENTATION - The student draws their own proportionately accurate representation of what they have just built. Much like a dog could look more like a dinosaur if the proportions are inaccurate, so too representations in base ten must be accurate to enable the student to understand this foundation of number (e.g. no bundles).

A = ABSTRACT - Show the symbols and teach the rules of the language of maths accurately. With understanding from the concrete and representational stages, the student can both encode and decode with confidence and ease.

V = VERBAL - Consistently engage the student in dialogue to enhance their learning and to check whether your teaching has been clear and accurate. Have the student teach the lesson back to you to check for understanding.

E = EXPLICIT - Explicit Instruction refers to that which is clear, accurate, precise and transferable. Ensuring absolute congruency between the models used, the representations drawn, the squiggles written and the verbal instructions given for application in everyday life.