Mathematics as a subject is known to have certain traditional stereotypes, for example, finding the solution and being ‘correct’ as the only end goal. 

However, recent studies have proven that developing a deeper understanding of mathematical concepts is an incredibly creative, empowering, and multifaceted process, that we as teachers foster. 

At St Catherine’s our mathematical learning process for students is explored in a variety of ways – from structuring activities that allow students to explain, extend and evaluate their thinking, through to consolidation of skills and concepts with their peers and teachers. In this approach the mathematical workings, the process or journey, is far more important to developing students’ understanding in Mathematics than the correct answer. 

Our Years 5 and 6 Honours Program this term focused on the students’ problem-solving skills. The Program required Honours students to conduct analysis and exploration to find solutions. Students were given an opening problem and tactile resources to help visualise their thought process as they unpacked possible strategies through collaborating with their peers. Posing questions and conjectures throughout the lessons sparked curiosity and engagement in the students, facilitating higher-level thinking and creative discussions in the classrooms.  

Year 5 Honours students creating patterns with chopsticks to formulate rules and conjectures

Year 5 Honours students creating patterns with chopsticks to formulate rules and conjectures

In the middle years, of Years 7 to 9, students begin to formulate opinions on their mathematical abilities, interests, and motivations. This influences how they will approach Mathematics in the years ahead. Nurturing their development and self-confidence during this time is achieved by teaching through conceptual understanding and presenting information in various ways. 

Year 7 students celebrating the number line!

Students in Year 7 Mathematics consolidated their understanding of directed numbers utilising space outside of the classroom. Students created a life size number line, exploring what happens when adding and subtracting positive and negative numbers. Having the visual and practical application helps alleviate common misconceptions of number sense. 

Year 9 students discussing Pythagoras Theorem

Students in Year 9 General Mathematics also spent a lesson outside the classroom when learning about Pythagoras Theorem (a formula that describes the relationship between the side lengths of right-angled triangles). Students explored the practical application of this proof by measuring the side lengths of triangular shapes. They discovered that the sum of the square of each of the two side lengths is equivalent to the hypotenuse squared! This activity allowed for enriched discussions beyond the formula, fostering student agency and confidence in their learning.  

At every Year level the opportunity to engage our Mathematics students in thought provoking, real-world examples of the curriculum are provided. Our aim is to inspire our girls to pursue Mathematics as a subject and consider careers where Mathematics is part of their journey.