Next Steps – Effective Teaching and Learning

Coherence

It is important to note that addressing the three themes in isolation is unlikely to lead to improved student performance. For example, introducing developmental trajectories of mathematics learning alone is unlikely to lead to improved learning.3 Evidence suggests that effective teaching in mathematics is complex, and a combination of elements needs to be considered before any impact on achievement in mathematics can be seen.4

Applying these themes – content, monitoring and professional learning – altogether can create a powerful model for effective teaching and learning.

For example, a guide outlining the developmental trajectories of mathematics learning across all grades could be used to help educators identify and monitor areas of need for individual students as part of an ongoing cycle of effective teaching and learning.

Data on student needs aggregated at a school level could be used to support ongoing professional learning across DSBs and schools.

This whole-school approach would have the additional benefit of building coherence within schools. A systematic approach for effective teaching and learning to improve student performance helps build coherence within – and across – schools and DSBs.

BACK

Findings from the Field: 2017-18 PRISA Final Report on Mathematics