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This paper explores how a secondary school in western Sydney usededucational research as an impetus to change its mathematical educationculture over a three year period. Key changes occurred in four areas:leadership; pedagogy; structures for teaching and learning; and mathematical environments. These included increased professional conversations, adoption of a numeracy lesson structure, regular use of manipulatives and open ended tasks and a structured intervention program for mathematically vulnerable students. Critical to the development of these changes were partnerships with a university academic and the CEDP system leadership team as well as school leadership participation in professional learning.

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Conference Paper

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