Reframing Mathematical Futures

The project was aimed at improving student outcomes in relation to multiplicative thinking and proportional reasoning in Years 7 to 9.

Project dates: 2013-2014

Grants and funding: Australian Mathematics and Science Partnership Program (AMSPP) Priority Project Round funded by the Australian Government Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education

Budget: Grant funding $539,000

The project, which was conducted in five States and Territories over a 6 month period, particularly targeted those students whose future would otherwise be constrained by lack of access to these critical aspects of school mathematics. Existing, research-based materials developed for the Scaffolding Numeracy in the Middle Years project were used to deepen teacher knowledge in this domain and improve their capacity to respond to different student learning needs. Results point to the efficacy of using formative assessment and targeted professional development in a specialist, school-based model to improve mathematics outcomes.

Key people


  • Dianne Siemon
  • Margarita Breed
  • Gillian Milne
  • Jude Ocean
  • Brian Sharpley
  • Sandra Vander Pal

Expert advisory panel

  • Rosemary Callingham (University of Tasmania)
  • Lorraine Day (Notre Dame University), Marje Horne (Australlian Catholic University)
  • Max Stephens (Adjunct Professor, RMIT)
  • Jane Watson (University of Tasmania)
  • Bruce White (University of South Australia)


Building a learning resource to enhance mathematcal reasoning (PDF 11.2 MB)

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RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business. - Artwork created by Louisa Bloomer