Blog Post: Unpacking the Challenge – Raising Maths Achievement for Intermediate Learners

One of the biggest student challenges I’ve identified this year is the need to lift achievement levels in mathematics for my Year 7 and 8 learners. This challenge isn't just about improving test scores—it's about ensuring my students are equipped with the foundational skills and mathematical thinking needed to transition successfully into high school, where expectations increase and content becomes more complex.

The Nature of the Challenge

Despite the implementation of the Maths No Problem programme across our school, it has become evident that a significant number of students in my class are still operating below the expected level. Many struggle with applying basic number strategies confidently, particularly when these are embedded in the complex, multi-step word problems that the programme presents. This has required a shift in how I deliver the content and the type of scaffolding I provide to support understanding.

Finding 1: Students Require Deeper Conceptual Understanding of Number

Evidence:
During Term 1, formative assessment data, including pre-tests and observations from guided practice sessions, revealed that while students could sometimes solve problems, they lacked a deep understanding of the underlying number concepts. For instance, many students could not explain why a particular strategy worked or how it could be adapted for a different context.
In response, we began "peeling back" the Maths No Problem problems—removing the context and isolating the number operations (addition, subtraction, multiplication, division). This step allowed students to focus on mastering key number strategies without the added complexity of unfamiliar language or multi-step problem contexts.

Finding 2: Word Problems Need to Be Deconstructed for Accessibility

Evidence:
As we worked through Chapters 1 to 5 of the workbooks, students often stalled during the problem-solving phase due to the language and complexity of the word problems. Through student voice (class discussions, conferences, and written reflections), it became clear that vocabulary, problem phrasing, and the expectations of multiple steps were acting as barriers to engagement and success.

This led to a deliberate move toward co-constructing problems with students and using visual supports like bar models and number lines. We also made the decision to integrate oral language strategies into maths time, helping students talk through their thinking before writing it down.

Finding 3: Earlier Integration of Strand is Necessary

Evidence:
Although Maths No Problem places a strong emphasis on number in the first two terms, student engagement noticeably increased when strand elements (geometry, measurement, and statistics) were introduced in context. For example, incorporating measurement into our practical lessons this term (as our topic focus was Planet, Earth and Beyond)—provided students with opportunities to apply number skills in meaningful ways.
Class assessments and work samples showed improved outcomes when learning was connected to hands-on, visual tasks. This confirmed the need to weave strand content into our number focus earlier in the year, rather than waiting for Term 3 and 4.

The Way Forward

Lifting achievement in mathematics is an ongoing journey that requires flexibility, responsiveness, and a commitment to deepening understanding—not just covering content. As I continue this inquiry, my focus is on:

• Embedding number strategy teaching within rich, real-world contexts.

• Continuing to differentiate support by unpacking and simplifying problems where needed.

• Integrating strand content earlier to support engagement and mathematical connections.

• Using assessment and student voice to inform teaching decisions regularly.

Ultimately, my goal is to build confident learners who can reason, justify, and apply their knowledge flexibly—skills that will serve them well as they transition into the demands of high school learning.