Is this you?

  • Too many of my students take too little responsibility for their learning. (Apparently, it’s all up to me!)

  • I need more of my students to be genuinely engaged. I need them with me, not opposing me.

  • I’m tired of too many students ‘not getting it’ despite my best efforts to present mathematics to them.

  • I want to have my passion for teaching rekindled.

Course curriculum

    1. 100 Welcome To The PD

    2. 105 Before We Start

    3. 110 Aims and Requirements

    4. 115 TO THE PREVIEWERS …


    6. 120 Some Logistics For This PD

    7. 125 Add a profile pic

    8. 130 Introduce Yourself*

    9. 140 Strategy Implementations

    10. 150 All About Teams

    1. 200 Presenting Maths In Ways That Has Students Owning Their Learning

    2. 210 Some Definitions of Student Agency

    3. 220 Thought Provoker One: Implementing Strategies

    4. 230 Six Typical Classroom Scenarios

    5. 240 Thought Provoker Two: Student Behaviour

    6. 250 The Teacher Factor

    7. 260 Thought Provoker Three: The Teacher Factor

    8. 265 Your Thought Provoker Comment*

    9. 270 Control

    10. 280 What ‘letting go of control’ looks like in the classroom

    11. 285 Your 'Control' Comment*

    1. 300 Student Engagement or Student Agency

    2. 305 Thought Provoker Four: Student Engagement

    3. 310 The Engaged Maths Classroom

    4. 320 What Constitutes An Engaged Classroom?*

    1. 400 How Do You Learn?

    2. 410 What Can Skateboarding Teach Us?

    3. 430 Thought Provoker Five: Independent, Student-centred, Self-directed learning

    4. 440 Stepping Towards 'Independence'

    5. 450 Independent Learning is good in theory – but does it actually work?

    6. 460a Student Resistance

    7. 460b Student Resistance - Dealing With Their Objections (article)

    8. 470 The Power of Independent Learning

    9. 475 Your Four-Pronged Comment*

    10. 480 Your Initial Implementations

    11. 490 Some Past Implementations Reports

    12. 495 A couple of reminders

    1. 500 TEAM Announcement

    2. 510 Understanding-first vs Procedures-first Teaching

    3. 515 Why We Need An Understanding-first, Procedures-second Mindset When Teaching Mathematics

    4. 520 Trick Teaching Anyone?

    5. 525 Your Trick-Teaching Comment*

    6. 530 The Perils of Compartmentalisation

    7. 540 The Memory Game

    8. 545 Your Memory Game - Rote Learning - Compartmentalisation Comment*

    9. 550 Let The Strategies Unfold ...

    1. 600 Let's Abbreviate These Terms!

    2. 610 An Example U-1, P-2 Approach (this example featuring Trigonometry)

    3. 620 What is it about the Trigonometry example that makes it a U-1, P-2 approach?

    4. 625 Your Understanding-first Right-angled Trig Comment*

    5. 630 Four Common Misconceptions


About this course

  • 107 lessons


“This course was so inspiring with it's many great facets, ideas, articles, videos and links. It should be compulsory in all teacher training courses and then should be compulsory again after teaching for your first 2-3 years. Thanks Richard. ”

Paul Chesher, Westfields Sports High School

“This course made me reflect and carefully analyse my way of teaching. It made me become more willing to 'take risks', thus utilising a variety of different approaches/strategies within my teaching of Maths. It was also great to share ideas with my Team members. ”

Matthew Lafranchi, Bacchus Marsh Grammar

“I really like the self-paced nature of this course, the repeated reminders of what's good for the students and wonderful interactions with Richard. I'm inspired by the course to continue the good work of putting students in the center so we can endeavour to help each individual grow collectively through the power of open-ended tasks/questioning and metacognition. Yes, the course has had positive changes in me. Thank you!”

Liz Tan, Masada College

“Every maths teacher needs to take this course. It is a hands-on, practical course that creates opportunities to make genuine changes in your classroom as you go. Richard has a great understanding of the needs of a classroom teacher and the challenges that we all face. He provides us with strategies that are easy to implement. Every part of it is well-thought out, interesting and extremely practical. It requires you to stop regularly and reflect on different aspects of your own teaching style. (Team Course) ”

Debra Penny, Head of Mathematics, Bacchus Marsh Grammar, Victoria


  • Should we enrol more than one teacher in this online course?

    If you are looking for department-wide improvement regarding student agency then the ideal way to achieve this is to enrol all or most of your teachers into this course as a Team. However, this course is also ideal for individual teachers wanting to see significant changes occur in their classroom teaching.

  • When does the course start? Am I able to commence whenever I want?

    Although you can request (on the form) to start 'now', officially the program commences on March 28th, June 20th, Sept 12th, Dec 5th. Teams choose their own start dates.

  • What happens if I don't complete the course within the allocated time?

    As long as you make regular progress - or keep us posted when something unforeseen is preventing you from making progress - you will be given every opportunity to complete the course.

  • Will I have to be logged in at specific times?

    No. The course is self-paced and accessible 24/7. There is no requirement to be logged in at any specific time.


Richard Andrew

Hi! I’m Richard. I’ve been delivering PD to teachers since 2007 - after twenty-plus years in the classroom, six as a Department Head. My main PD thrust is to support teachers to improve their ability to foster agency and understanding in students. This is because we only shine as mathematics teachers when our students demonstrate agency ... when students assume ownership through experiencing a sense of control over their learning. I've always been fascinated by the craft of teaching maths. I have a knack for presenting complex pedagogical ideas in easy-to-follow ways, and in the absence of edu-babble.