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.

Preliminary Findings 2025

My preliminary findings highlight a clear need to adapt my teaching practices to better support the transition of my primary students into secondary mathematics, particularly around the teaching sequence and teaching considerations of Phase 3 of the refreshed Maths curriculum. 

My current assessment data indicates that a third of my learners are currently working at Phase 2, suggesting a potential gap between their current understanding and the demands of the next phase. 

This discrepancy could contribute to students feeling unsupported as they navigate the increased complexity and different pedagogical approaches often encountered in secondary mathematics. 

Further investigation into specific areas of Phase 3 that pose the biggest challenges for my learners will likely be beneficial in tailoring my instructional strategies. 

I have come up with some goals for myself, to help with my inquiry this year:

1. Develop my teacher content knowledge - start doing the maths - understanding the concepts, anticipating student thinking, and choosing the right strategies and models.
2. Develop an effective Maths Programme: Ensuring my teaching instructions are explicit and the learners understand it - making sure I am creating rich tasks for my students - communication is clear and that I develop a positive relationship with maths. This is huge for me because growing up, maths was always a complicated learning area for me. Now, as a teacher, I have to change my mindset and grow to love the subject. 
   

I'm really fortunate to be working closely with our Manaiakalani Maths Facilitator - Elena. Fortunately we used to be colleagues but now, I look to her for expertise and top tips for my journey with year with Maths.

Maths Staff Meeting

 

Glen Taylor School was very fortunate to have Elena facilitate an exceptional and highly beneficial staff meeting on the last day of Term 1.

The session effectively addressed the critical importance of teacher competence and confidence in mathematics education. Elena's unpacking of the refreshed New Zealand Mathematics and Statistics curriculum, with a particular focus on the UKD structure, provided valuable clarity and direction. 

The integration of the science of learning into practical planning strategies, spanning comprehensive programme design to weekly and lesson-level implementation, was particularly insightful. 

The emphasis on assessment practices further enhanced the session's practical value, equipping us with the tools and knowledge to develop a truly comprehensive teaching and learning programme. The meeting was well-structured, informative, and directly applicable to our classroom practice.

Tools/Measures/Approaches

To gain a more detailed and accurate profile of Year 8 students’ learning during their transition from Primary to Secondary, particularly in relation to the refreshed New Zealand Maths Curriculum, I will use a combination of diagnostic, formative, and summative assessments. These tools will help identify gaps in understanding, track progress, and ensure that students develop the necessary skills and confidence for secondary-level mathematics.

Firstly, diagnostic assessments at the start of the year will establish a baseline understanding of students’ mathematical knowledge and skills. These assessments will focus on key areas of the refreshed curriculum, such as number sense, algebraic thinking, and problem-solving strategies. By analyzing the results, I can identify common misconceptions and tailor my teaching to address specific learning needs. This approach is crucial because it ensures that instruction is responsive and personalized, reducing the risk of students feeling overwhelmed in the transition.

Throughout the year, I will implement formative assessment strategies, including regular low-stakes quizzes, open-ended problem-solving tasks, and student self-assessments. These tools will provide ongoing insights into students' understanding and allow for timely interventions. Peer assessments and collaborative learning tasks will also be used to encourage discussion and reinforce conceptual understanding. Formative assessment is essential because it promotes a growth mindset, allowing students to see learning as an evolving process rather than a fixed outcome.

Additionally, I will incorporate student reflections and learning journals to track students’ attitudes and confidence levels in mathematics. Transitioning to secondary school can be daunting, and it is important to consider students’ emotional and psychological engagement with the subject. By analyzing their reflections, I can identify patterns in motivation and address any anxieties that may hinder their progress. This qualitative data is valuable in complementing numerical assessment results, providing a more holistic view of student learning.

Finally, summative assessments at key points in the year will evaluate students' overall progress and readiness for secondary-level mathematics. These may include project-based tasks, standardized tests, or cumulative assessments aligned with the refreshed curriculum. Summative assessments will help measure long-term retention and application of mathematical concepts, ensuring students have a solid foundation moving forward.

By using this diverse set of approaches, I can develop a well-rounded and accurate profile of students’ learning, ensuring that their transition from Primary to Secondary is supported both academically and emotionally. 

CoL 2025!

Malo e lelei everyone :)

Another year and yes I'm still here. From joining CoL back in 2018, I have always been an advocate for the learning area of Literacy. This year, I am taking a leap of faith and choosing Maths as my area of choice.

Inquiry question? Still pending.

For the last couple of years I have been looking into the transition of students from Primary level to Secondary. Being an Across School CoL teacher last year, I worked closely with our local high school - Tamaki College. I was able to create a mentoring/coaching group that consisted of Y9 students, to work with some of our Y8 students. The purpose of the group was to 'prepare our Y8 learners for the realities of High School'.

The content of what we covered was at High School level and was co-constructed by myself and one of the deans at Tamaki. Critical Thinking was a focus for us, so the activities, reading texts, pieces of writing that students worked with, stemmed from Critical Thinking.

I was confident that I was going to continue with the role so that I could branch out to the other schools in the cluster and initiate mentoring groups for their students too. Unfortunately, I missed out on that and thought that I would leave things where it's at, because I felt like I wasn't heard.

But this year, even with a Within School role, I would probably continue with my own Y8 students. It will be hard to work with the High School students due to time restrictions and timetable clashes and because I don't have access to the release days I had last year.

Anyhow, that is the plan for now. Things do change. But I remain hopeful I can continue with this phenomenon of helping my Y8 learners as best as I can with transitioning from Primary to Secondary.