The Research Behind The Maths Project
The Maths Project is built on a growing body of mathematics education research that shows students learn mathematics most effectively when they are challenged to think, reason, communicate, and justify their ideas rather than simply follow a series of steps.
A significant influence on The Maths Project is the work of Peter Sullivan, whose research into challenging mathematical tasks demonstrates that students learn deeply when they work on problems they do not already know how to solve. Rather than viewing challenge as a barrier, many students welcome opportunities to investigate, explore different approaches, and develop their own solutions.
Sullivan's research promotes the Launch–Explore–Summarise lesson structure. In this model, teachers introduce a rich mathematical challenge, allow students time to explore and struggle productively with the problem, and then facilitate discussion of the different strategies used. This approach encourages students to plan their thinking, process multiple pieces of information, select strategies, record their reasoning, and explain their solutions to others.
A key concept underpinning The Maths Project is productive struggle. Research suggests that appropriately challenging tasks develop mathematical reasoning, persistence, confidence, and deeper conceptual understanding. Students learn not only the mathematics itself, but also how to think like mathematicians by testing ideas, making connections, and learning from mistakes.
The Maths Project extends this research by incorporating student-created video explanations. When students explain their solutions on video, they must organise their thinking, communicate clearly, justify their reasoning, and reflect on their learning. This process makes mathematical thinking visible and provides teachers with valuable insights into how students are reasoning, not simply whether they arrived at the correct answer.
Ultimately, The Maths Project is founded on the belief that mathematics learning should be active, challenging, collaborative, and reflective. By combining rich mathematical tasks, productive struggle, student voice, and mathematical communication, The Maths Project aims to develop confident, capable, and resilient problem solvers who can apply their learning in meaningful ways.
Developing Maths Proficiency - AERO
Research from the Australian Education Research Organisation (AERO) highlights that mathematical proficiency is much more than arriving at the correct answer. Students develop mathematical expertise through five interconnected strands: conceptual understanding, procedural fluency, problem-solving, adaptive reasoning, and positive dispositions towards mathematics.
The Maths Project has been designed to support the development of all five strands. Students engage with rich mathematical challenges, explore multiple solution pathways, explain their reasoning through video responses, and apply their learning in meaningful contexts. This process promotes deeper understanding, strengthens mathematical language, and provides valuable opportunities for students to justify and communicate their thinking.
AERO also emphasises the importance of real-world applications, problem-solving, oral communication, and positive learning experiences in developing mathematical proficiency. By making student thinking visible and placing reasoning at the centre of learning, The Maths Project aligns closely with contemporary research on effective mathematics teaching and learning, helping students become confident, capable, and adaptable mathematical thinkers.
Problem Solving - Kevin Dunbar
Research by cognitive scientist Kevin Dunbar highlights that problem solving occurs when a goal must be achieved, but the solution is not immediately obvious. Effective problem solving requires students to explore possibilities, test ideas, evaluate strategies, and adapt their thinking as they work towards a solution. Rather than following a single procedure, successful problem solvers search through different pathways, use heuristics such as drawing diagrams, making lists, identifying patterns, and applying previous knowledge to new situations.
Dunbar also emphasises the importance of representation, communication, and collaboration in problem solving. The way students represent a problem can significantly influence the strategies they choose and the solutions they generate. Research shows that group problem solving often leads to richer thinking because students contribute different perspectives and representations of the same problem.
The Maths Project is built on these principles. Students engage with rich mathematical challenges, explore multiple solution pathways, collaborate with peers, and communicate their reasoning through video explanations. This process makes thinking visible and develops the strategic competence, reasoning, and problem-solving skills needed for success in mathematics and beyond.