In this project, we built teachers’ maths knowledge and their capacity to use it in practice through the MOE contract in 2022. We worked with schools across New Zealand, supporting teachers to enhance their mathematical content knowledge and pedagogical skills. Facilitators provided bespoke support focused on helping teachers understand key mathematical concepts and translate this knowledge into practical classroom applications. This initiative was particularly effective in breaking down complex mathematical ideas, enabling teachers to scaffold learning in a way that was accessible to all students.
Through collaborative professional development sessions, educators have engaged in discussions and activities that reinforced their mathematical knowledge and demonstrated how to apply this knowledge effectively during instruction. This ongoing learning process enabled teachers to confidently navigate the curriculum and provide robust mathematical instruction.
Formative assessment techniques were emphasised in Just-in-Time maths, encouraging teachers to bevigilant observers of student thinking. Educators were taught to use tools and strategies to identify misconceptions and learning gaps in real-time. By analysing student responses, teachers developed a keen sense of when to intervene and how to tailor their instruction to meet the immediate needs of students.
This approach also promotes productive habits of mind among educators, such as resilience, adaptability, and a growth mindset. Through collaborative problem-solving, activities and reflective practices, teachers were encouraged to view challenges as opportunities for learning, both for themselves and their students. This shift in mindset is important to lead more innovative teaching practices and increase willingness to experiment with new strategies.
Impact:
· Teachers exhibited significant growth in their ability to translate complex mathematical ideas into structured, scaffolded lessons that were both accessible and challenging to students. The approach empowered teachers to move beyond procedural fluency, engaging students in deeper conceptual thinking and problem-solving.
· Schools involved in the project reported marked improvements in student outcomes, evidenced by assessments that showed a clear progression in students’ understanding of key mathematical concepts. Teachers attributed this to their ability to use formative assessment more effectively, enabling real-time instructional adjustments that directly addressed student learning needs.
· Teachers at our sessions reported improved mindsets in terms of their resilience, adaptability, andgrowth mindset. The programme fostered collegiality among teachers who were more open to sharing experiences, resources, and best practices.
· PLD fostered a positive, collaborative culture of continuous improvement.
This project underscored the transformative power of integrating deep mathematical content knowledge with pedagogical best practices, equipping teachers to implement the curriculum with expertise and confidence.
"The delivery model of the facilitator and positivity meant that the learning the staff undertook was practical and valuable. The content of the sessions were user friendly and accessible to our staff. We would highly recommend ImpactEd to support schools to improve their teaching and learning practices."
