The T2L Education

Mathematics Learning and Teaching Philosophy

At T2L Education we know students in every classroom reflect a diversity of prior experience, motivation, confidence, concentration and ability. For any given maths experiences on any given day, there will be students who are confused by the content or who lack relevant prior experience, or who lack a necessary mathematics skill and others who are bored, since they have mastered the content already. One of the most important qualities teachers need to develop is to be responsive and adaptable to the differing needs of their students in mathematics.

•  We want students to learn and appreciate connections between ideas, use mathematics intuitively and apply mathematics in practical situations

• We want all students to experience success in mathematics lessons

• We want students who are thinking mathematically, actively engaged and have opportunities to solve problems and reason mathematically.

• We want teachers to be career long learners about the science and the art of teaching mathematics. 

Mathematics learning experiences should engage all students in the class, offer prompts for students experiencing difficulty (low floor) and extending those ready for further challenges (high ceiling). We believe there should be a flexible definition and application of explicit teaching including one-on-one direct instruction, small group instruction (where required) and whole class (again, where required).  We should be practicing point of need teaching as required during any given activity.

Peter Sullivan – Emeritus Professor Monash University

Rob Vingerhoets – Mathematics Consultant

Mark McKelson – Director, T2L Education