Professional Learning and Coaching
The aim of all professional learning at The Maths Link is simple: bridging gaps in mathematical knowledge to support confident, informed instruction through clear, jargon-free professional learning and coaching.
The Maths Link works alongside schools to translate evidence-informed practice into meaningful classroom implementation.
Grounded in current research and classroom experience, each engagement supports teachers and leaders to develop clear, consistent, and sustainable approaches to mathematics instruction.
Support is shaped in response to each school’s context, priorities, and stage of development, ranging from targeted workshops to ongoing professional learning and longer-term collaboration.
Modes of Delivery
Support can be delivered in a range of formats, depending on your school’s context and priorities.
PRESENTATION
For conferences or whole-staff settings, focusing on key ideas, practical insights, and professional reflection
PROFESSIONAL LEARNING SEQUENCE
A series of sessions over time, supporting development, application, and refinement of practice
WORKSHOP
(Half or Full Day)
Interactive sessions exploring key focus areas with an emphasis on practical application
CLASSROOM SUPPORT AND COACHING
In-class support through modelling, observation, and professional dialogue, connecting learning directly to practice
The Maths Link Approach
The Maths Link Approach is defined by a deliberate focus on how professional learning translates into classroom practice, ensuring impact is both visible and sustained.
What makes this approach different
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Strong alignment between research, curriculum, and classroom practice
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Explicit attention to clarity, sequencing, and instructional precision
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A focus on how mathematical understanding develops over time
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Integration of professional learning within existing school structures and priorities
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Consistent emphasis on sustainable, transferable teaching practices
What this looks like in practice
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Modelling of high-impact instructional practices
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Guided practice with direct classroom application
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Collaborative planning and professional dialogue
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Structured reflection linked to classroom implementation
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Ongoing support to embed and sustain change
Possible Focus Areas
1 / Manipulatives for understanding
Explore a range of manipulatives and identify what works best within your school context
2 / Evidence-informed instruction
Translate research into clear, practical approaches for everyday classroom teaching
3 / Cognitive load
Manage expectations in mathematics to reduce overwhelm for both teachers and students
4 / Fluency and number facts
Strengthen whole-school approaches to building automaticity and foundational skills
5 / Victorian Mathematics Curriculum 2.0
Unpack the curriculum to support accurate, level-appropriate teaching and planning
6/ Explicit instruction
Define what explicit instruction looks like within your school context
7/ Lesson sequencing
Plan and sequence learning to build understanding over time
8 / Retrieval practice
Embed regular review to strengthen retention and long-term learning
Next Steps
To begin a conversation about your school’s context and priorities, please make contact via
themathslink@gmail.com
