At ACPS, we are committed to developing confident, capable and curious mathematicians through a balanced approach to mathematics and numeracy teaching. Our teaching is guided by the principles of VTLM 2.0, ensuring learning is explicit, purposeful and responsive to student needs.

ACPS has a well-developed Guaranteed and Viable Curriculum (GVC) and accompanying Scope and Sequence and Pedagogy Guides that provide a clear and consistent sequence for the teaching and learning of mathematics. These documents outline evidence-informed pedagogical approaches, with a strong emphasis on developing conceptual understanding through the use of concrete materials, visual representations and abstract thinking. The guides support high-quality, consistent instructional practices across the school and provide clarity around the progression of learning and the evidence used to monitor student growth and achievement.

Developing the Maths and Numerate Mind

We recognise the importance of both mathematics and numeracy. Mathematics develops students’ conceptual understanding, procedural knowledge and problem-solving skills, while numeracy focuses on applying this knowledge confidently and effectively in everyday situations across a range of learning areas. 

Our Aim

Our mathematics program prioritises the development of strong foundational skills and conceptual understanding. Students are provided with regular opportunities to apply their learning in meaningful and authentic contexts, supporting then to become confident and numerate citizens.

A focus on Fluency

A whole school fluency program aims to provide regular opportunities for students to practise, consolidate and apply mathematical skills and strategies. This enables students to build accuracy, efficiency and flexibility when working with numbers and mathematical concepts.

Mathematics learning is structured through a gradual release of responsibility model, incorporating explicit teaching, worked examples and guided practice to support students in developing new knowledge and skills. As students build confidence and understanding, responsibility is progressively transferred to them as independent learners. Collaborative learning and opportunities for independent application enable students to deepen their understanding, develop confidence and apply their learning in meaningful and authentic contexts. Students engage in rich mathematical tasks and problem-solving experiences that promote reasoning, critical thinking, communication and the application of mathematical concepts. Teachers also provide targeted small-group instruction to address individual learning needs and conduct regular mathematics conferences with students to gain deeper insights into their thinking, strategies and understanding. This responsive approach ensures that teaching is informed by ongoing assessment and supports every student to make continued progress in mathematics.

Intervention

Our Mathematics Intervention Program provides targeted support for students who require additional assistance to develop key mathematical understandings and skills. Through evidence-informed teaching practices, intervention sessions focus on identified areas of need and are tailored to each student’s learning needs. Working in small groups or individual settings, students receive explicit instruction, additional practice and timely feedback to strengthen their confidence and mathematical proficiency. Regular monitoring of student progress ensures that teaching is responsive and targeted, enabling students to close learning gaps, build foundational skills and successfully engage with classroom mathematics. By providing early and targeted intervention, we support students to develop a positive disposition towards mathematics and achieve improved learning outcomes.
Through this coherent and evidence-informed approach, we ensure all students are appropriately supported, challenged and empowered to achieve success in mathematics.