Debunking Maths Myths

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Raising education outcomes depends on equipping all teachers with the tools to maximise students’ learning. But unfortunately, there are many misconceptions about what top teaching looks like, especially in maths. The result is inconsistent and sometimes ineffective practices in classrooms. Sharing and following the educational science will mean more students succeed.

Join us on Tuesday 13 September 2022 to hear from leading experts, Sarah Powell and Ollie Lovell, as they debunk common misconceptions about maths teaching and explain how mathematics education can be more evidence-based. 

Teachers can and do have a profound impact on their students’ learning progress, but more must be done to provide them with the best possible preparation. So, how can maths teachers help advance the best practices in the classroom? What is the science of learning and what does this mean for maths teaching? Why are there so many misconceptions about what works in the classroom?

Sarah Powell is Associate Professor in the Department of Special Education at the University of Texas, Austin. She is a leading advocate within the US Science of Math movement, advancing evidence-informed teaching practice. She is co-author of the upcoming CIS publication Myths that interfere with mathematics instruction.

Ollie Lovell is a mathematics teacher and instructional coach at Brighton Grammar School. He is also a senior researcher at the Crowther Centre, hosts the Education Reading Room podcast, and contributes to Monash University’s Q Project. He is the author of Tools for Teachers (John Catt International, 2022) and Sweller’s Cognitive Load Theory in Action (John Catt International, 2020).

Jennifer Buckingham is Director of Strategy and Senior Research Fellow at MultiLit and the Five from Five Project. She is a board member of the Australian Institute for Teaching and School Leadership and was the chair of the expert advisory group to the federal government on a Year 1 literacy and numeracy assessment.

This special event will be convened by CIS program director in education policy, Glenn Fahey. Glenn is co-author of the recent report, Failing to teach the teacher: An analysis of mathematics Initial Teacher Education (CIS, 2021).