Maths Planning and Programming: Research-Driven Practices (Improving Maths Outcomes Series)
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High-impact maths teaching depends not only on how something is taught, but critically on what is taught, when it is taught, and how it connects. Because mathematics is highly sequential and conceptually interdependent, fragmented, and uncoordinated activities often lead to learning gaps that accumulate quickly and are difficult to close without deliberate and targeted planning. Drawing on robust research, this workshop explores how purposeful programming supports cumulative learning, reduces unnecessary cognitive load, and promotes coherent conceptual understanding across year levels.
This practical, evidence-informed session equips educators to plan high-impact mathematics lessons and shift beyond ad hoc activity selection toward cohesive, well-sequenced programming aligned with developmental progressions and conceptual hierarchies. Participants will explore strategies from cognitive science, such as spaced and retrieval practice, and move beyond planning merely for procedural performance. Teachers and leaders will leave with practical frameworks, planning tools, and a decision-making rubric to guide the design or evaluation of effective, equitable mathematics instruction across their school.
The Improving Maths Outcomes Series (IMOS) is a suite of high‑quality, evidence‑informed professional learning modules designed to bridge the gap between research and classroom practice. Grounded in decades of research on how students learn mathematics, IMOS translates evidence into clear, practical strategies that can be implemented immediately to strengthen whole‑school practice.
Developed specifically for primary settings, the series supports educators to navigate an increasingly complex and fragmented landscape of mixed‑quality resources, conflicting approaches, widening achievement gaps, and short‑term solutions that are not consistently aligned with the evidence base. Comprising nine stand‑alone modules, the series allows schools to select workshops that align with their improvement goals, staffing needs, or strategic priorities. Sessions can be completed individually or combined for full‑day professional learning, and do not require sequential completion.
Across the series, IMOS enables school leadership teams and educators to:
Establish strong, universal foundations in numeracy and mathematical reasoning for all learners.
Select, adapt, and implement evidence-informed strategies and resources.
Use high‑quality screening, assessment, and progress monitoring to make targeted decisions and respond to emerging needs at both student and cohort levels.
Strengthen instructional practice and teacher confidence to reduce inequities and ensure every student makes meaningful progress.
IMOS equips schools with the knowledge, strategies, and practical tools to implement high‑impact teaching, while providing a structured yet flexible framework that builds coherence, strengthens instructional decision‑making, and drives sustained improvement in mathematics outcomes across the whole school.
Register for your ticket at: https://dsf.net.au/our-services/professional-learning/event-details/maths-planning-and-programming-research-driven-pra-d24031b5
This practical, evidence-informed session equips educators to plan high-impact mathematics lessons and shift beyond ad hoc activity selection toward cohesive, well-sequenced programming aligned with developmental progressions and conceptual hierarchies. Participants will explore strategies from cognitive science, such as spaced and retrieval practice, and move beyond planning merely for procedural performance. Teachers and leaders will leave with practical frameworks, planning tools, and a decision-making rubric to guide the design or evaluation of effective, equitable mathematics instruction across their school.
The Improving Maths Outcomes Series (IMOS) is a suite of high‑quality, evidence‑informed professional learning modules designed to bridge the gap between research and classroom practice. Grounded in decades of research on how students learn mathematics, IMOS translates evidence into clear, practical strategies that can be implemented immediately to strengthen whole‑school practice.
Developed specifically for primary settings, the series supports educators to navigate an increasingly complex and fragmented landscape of mixed‑quality resources, conflicting approaches, widening achievement gaps, and short‑term solutions that are not consistently aligned with the evidence base. Comprising nine stand‑alone modules, the series allows schools to select workshops that align with their improvement goals, staffing needs, or strategic priorities. Sessions can be completed individually or combined for full‑day professional learning, and do not require sequential completion.
Across the series, IMOS enables school leadership teams and educators to:
Establish strong, universal foundations in numeracy and mathematical reasoning for all learners.
Select, adapt, and implement evidence-informed strategies and resources.
Use high‑quality screening, assessment, and progress monitoring to make targeted decisions and respond to emerging needs at both student and cohort levels.
Strengthen instructional practice and teacher confidence to reduce inequities and ensure every student makes meaningful progress.
IMOS equips schools with the knowledge, strategies, and practical tools to implement high‑impact teaching, while providing a structured yet flexible framework that builds coherence, strengthens instructional decision‑making, and drives sustained improvement in mathematics outcomes across the whole school.
Register for your ticket at: https://dsf.net.au/our-services/professional-learning/event-details/maths-planning-and-programming-research-driven-pra-d24031b5
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Where is it happening?
Suite 18/162 Colin Street, West Perth, 17 Campbell St, West Perth WA 6005, Australia, Perth
Event Location & Nearby Stays:
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Host or PublisherDSF Workshops & Events
