Effective Mathematics Teaching

What does an effective maths programme look like at Albany?


Planning and grouping will be based on identified students needs. Albany planning format includes coverage sheet, achievement objectives, learning intentions, weekly and group plans and specific class/group differentiation. Teaching is responsive to the varied educational and cultural needs and strengths of the learners.

What does effective practice look like at Albany (adapted from Effective Pedagogy in Maths 2007)?

  • Provide opportunities to work independently and collaboratively.

  • Teachers will develop and use pedagogical knowledge as a basis for initiating learning and responding to the mathematical needs of all students.

  • Assessment of each student’s learning is ongoing and shared with the students and parents, such as, snapshots / modelling books / teacher observations / other formal tests (PAT / GLOSS / JAM). All of this informs the O.T.J.

  • Flexible and varied grouping systems are used according to individual needs.

  • Teachers plan mathematical learning experiences that enable learners to build on their existing knowing, interest and experiences, developing critical thinking and using materials when needed.

  • Student centred learning through rich tasks and authentic problem solving. Transferring learning to new situations/problems.

  • Learning goals, reflection on learning, and identified next steps are shared and developed with students and parents .

  • Students share learning experiences and knowledge through ongoing conversations, using specific mathematical language to explain and justify their thinking.

  • Mathematical vocabulary is explicitly taught and used throughout the day.

A warm up


This should be QUICK , FUN and CHALLENGING.

  • Reinforcing basic facts

  • Exercising the mathematical thinking/vocabulary

  • Maintenance

  • Enjoying maths

  • Talking about maths


Independent activities

  • Practising and strengthening number through strand, strategy

  • and knowledge reinforcements.

Group teaching

  • Strand, strategy and knowledge lessons

  • Shared learning intention and success criteria

  • Build concepts by using materials

  • Imaging

  • Using number properties

  • Incorporating rich tasks/ problem solving


The lesson will include verbalising and applying both written and mental strategies to solve problems.

A warm down

  • Reflection on learning.



Copyright: Team Solutions (source)