Proven Results

Designing & Developing the RoleM Program

The RoleM Program is educationally and theoretically sound. It is grounded in research relating to mathematics’ learning, Indigenous pedagogy, assessment, and student engagement. Its development has entailed rigorous research (Nationally and Internationally), testing, and collaborative partnerships between all participants.   The development of the program was cyclical with each cycle comprising a design, trial, evaluation, and modification stage. Each cycle occurred three times per calendar year. Read more about the development of the program.

Student Results

In 2010 a total of 358 Foundation students and 255 Year 1 students from 18 schools, and in 2011 158 Foundation students, 187 Year 1 students and 148 Year 2 students from 13 schools participated in RoleM. The schools were from three distinct locations, metropolitan / provincial, remote and very remote. Evidence of the efficacy of the RoleM program is determined from a number of quantitative and qualitative sources: students’ results; and, interviews with teachers, principals and teacher assistants. Statistically significant improvement can be seen in students’ results in schools using the strategy, and this has occurred in all locations. This significant improvement cannot be explained purely by maturation. Read about Student Results.

Teacher Results & Testimonials

As teachers moved through the program they shared with us the changes that occurred in themselves and their students.  Teachers talked about:

(a) how their participation in RoleM had changed them as teachers;
(b) the positive differences they observed in their students’ learning;
(c) the key aspects of the program that they saw as important.

Teacher confidence
Increased teacher confidence has been integral to the success of RoleM. The resultant deeper understanding of mathematics has empowered teachers to effectively enhance their students’ mathematical thinking. “There is so much more I can now do, so many ways to do things”

Changed pedagogy 
Participation in RoleM for many teachers has resulted in changes to the ways that they teach mathematics. “It’s more hands on and given me an alternative to worksheets.”

More conscious of how and when to use mathematics language
Before engaging with RoleM, many teachers were aware of the language barriers that existed between them and their students. They were also unsure how to assist students to communicate about mathematics. By the completion of their year with RoleM, they had increased their awareness and use of mathematical language in their classroom. “[I] use a lot more mathematical language now. It’s more explicit and [I use] many more different terms.”

Higher expectations of students’ capability
Teachers increasingly became aware of the way they taught mathematics as being instrumental to improving student learning outcomes.“I have much higher expectations because they are achieving so well.”

High level of student engagement
Fundamental to teachers’ changed approaches to mathematics were the RoleM materials and resources. “They don’t really notice that they are doing maths, they are enjoying it.”

Increased student confidence in maths and using maths language
Teachers also shared that as a result of using the mathematical language in conjunction with the hands-on materials, students became more confident with their use of mathematical language. “They seem more relaxed with it… I am seeing the same language used in different ways in free play.”

Resources and Program are useful and engaging
The materials assisted teachers to make the learning more hands-on, engaging and fun “I enjoyed being able to do the activities… to hear the language we would use.” The program also assisted them to clearly identify the ‘what’ and ‘how’ of teaching mathematics. “Gave me direction. It is all there you can’t go wrong”, “It has made my teaching of mathematics easier and [I] am covering everything”

> Read Principals’ Testimonials.
> Read more Teachers’ Testimonials.

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