I would like to start this week’s Maths newsletter article with a quote from two very influential people in my life.  Firstly, a famous Mathematician and educator who said “The only way to learn Mathematics is to do Mathematics“ and secondly my daughter, who said to me “Mum, Maths isn’t fun unless you are good at it.” 

Both of these comments are spot on in unlocking the secret of how to best view Maths as a subject.  I would say no one would find anything fun when they are not good at it.  Let me explain using a sporting example.  Someone who is on a rugby team couldn’t be expected to have their best game if they didn’t do some form of training leading up to the match.  I would also think they wouldn’t think the match was very fun if they dropped the ball every time it was passed to them, or couldn’t keep up their stamina and had to sit the second half out. However, their mindset might change if they attended training and had some fun trying their hardest. Their self esteem would be significantly different in this scenario, regardless of whether it was their passion area.

Many people don’t know that Maths uses the same area of the brain when acquiring new skills, as it does when learning sport. As such, the only way to learn Mathematics is to do Mathematics.  This takes, like a rugby game, determination to keep going when difficult and applying feedback from your coach to improve.

Not every student will find Maths a subject that comes easy, or one that they enjoy.  Maths anxiety is a well researched condition, where a sense of not being good at something can very much impact how a person can perceive themselves. We often hear students state “I am just not good at Maths” and this impacts them before they have even stepped into the classroom and attempted that day’s lesson.

As the Head of Department of Maths at Foxwell State Secondary College, my vision is to build a culture of learning where all students have a love of learning in Maths regardless of their intended pathway and can enjoy their learning of Maths in a truly inclusive and collaborative environment.  This, to me, is to be achieved by ensuring Maths is linked to real world applications. Whilst mastery and fluency in Maths is needed to allow our brains to make initial connections, it isn’t until we can start seeing the true relevance of a concept that our brain starts to strengthen those connections and allow for deep learning.  The best way to learn Maths is to do Maths is very relevant here too, as Maths is in all we do in our lives.

As such year 7-9 students learn Maths through one of the United Nations Sustainable Development Goals each term.  This term students are looking at financial maths and how it can help people make good economic decisions in their own life and the world we live in. Next term they will learn measurement and shape looking at sustainable cities.

In addition, Maths has many different strands.  These are number, algebra, measurement, shape, statistics, and chance.  Often a student may ace an assessment and get an A in measurement one term and the next term get a C in algebra.  It is important to look at the entire year’s result to have a clear picture of how your child went in Maths. 

High school maths is very different to primary school.  There are significant Maths concepts that only start to be introduced come year 7, which then are reinforced and extended in year 8.  Year 9 mathematics is a significant jump again with some very high level algebraic and geometric concepts introduced.  In year 12, students are required to do an external exam, worth 50% of their grade. Therefore year 7-9 Mathematics is so essential, as it using real world contexts, with deliberate practise aids retention for senior years, and keeps the love of learning moving throughout the teenage years.

As a working parent myself I know the challenge of homework and finding the time in a busy schedule.  As such, there are specific Maths tutorial times held during WIN time.  These are on a Monday and Tuesday before school, Wednesday lunch and Thursday after school.  These are held in the learning hub. In a high school setting Maths tutorials are often frequently utilised as a way of reinforcing and practising the skills learnt. A year 9 student should be doing at least 30min of revision at least 4 times a weeks.

Lastly, I would like to touch on the ‘fun’ that Maths can be. Maths teachers at Foxwell are highly skilled educators who have a passion for teaching Maths. Unfortunately, due to Covid and the impact of online learning, then absences for students and teachers, the online materials provided may not appear as engaging as what in class activities might have been.  It is always a much better experience being at the rugby game than watching it at home on the TV!

In a Maths lesson we use what we call the Gradual Release of Responsibility.  I do – the teacher models the concept.  We do – the teacher and class work through the concept together.  We do together – students work together in collaborative way to support each other and finally, You do – students do independent work feeling supported to attempt the work themselves.   

In each stage teachers look for new and different ways to engage students in their learning to ensure differentiation for all students’ learning needs, whilst maximising fluency and problem-solving opportunities. This could be through games, videos, thinking warm up activities and using our amazing outdoor spaces.

Lastly, it is essential students have a pencil case, exercise book and calculator for each class and they check they have successfully downloaded the Maths textbook onto their iPad. Once again, a game of rugby couldn’t be played well without the right equipment.  If you have any questions on any of these items, please always feel free to send me an email on txrus5@eq.edu.au

Mrs Russell, Head of Department Mathematics