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At DRPS we are committed to the development of confident, resilient, reflective and curious learners.

Learning in mathematics extends beyond knowing the facts and figures to encompass understanding, reasoning, problem-solving and fluency. As such, at DRPS we explicitly plan for experiences that will encourage the following mathematical behaviours:


Students build a robust knowledge of adaptable and transferable mathematical concepts. They make connections between related concepts and progressively apply the familiar to develop new ideas. They develop an understanding of the relationship between the ‘why’ and the ‘how’ of mathematics. Students build understanding when they connect related ideas, when they represent concepts in different ways, when they identify commonalities and differences between aspects of content, when they describe their thinking mathematically and when they interpret mathematical information.



Students develop skills in choosing appropriate procedures; carrying out procedures flexibly, accurately, efficiently and appropriately; and recalling factual knowledge and concepts readily. Students are fluent when they calculate answers efficiently, when they recognise robust ways of answering questions, when they choose appropriate methods and approximations, when they recall definitions and regularly use facts, and when they can manipulate expressions and equations to find solutions.


Students develop the ability to make choices, interpret, formulate, model and investigate problem situations, and communicate solutions effectively. Students formulate and solve problems when they use mathematics to represent unfamiliar or meaningful situations, when they design investigations and plan their approaches, when they apply their existing strategies to seek solutions, and when they verify that their answers are reasonable.


Students develop an increasingly sophisticated capacity for logical thought and actions, such as analysing, proving, evaluating, explaining, inferring, justifying and generalising. Students are reasoning mathematically when they explain their thinking, when they deduce and justify strategies used and conclusions reached, when they adapt the known to the unknown, when they transfer learning from one context to another, when they prove that something is true or false, and when they compare and contrast related ideas and explain their choices.

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Numeracy Instructional Model.PNG


Mathematics lessons are based on the Victorian curriculum with explicit teaching in number and algebra, measurement and geometry and statistics and probability. School wide ongoing assessment and monitoring ensures a collective responsibility for all learners and student progress is monitored through weekly professional learning community meetings. Challenge is central to learning and we aim to create a culture where students can be challenged to extend themselves in a safe, supportive environment. For more information about the Victorian Curriculum, please click below


Numeracy Yearly Overview - 2024.PNG
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