What I Learned at the Maths Workshop That Changed How I Teach (and Think About) Maths
What I Learned at the Maths Workshop That Changed How I Teach (and Think About) Maths
Recently, I had the pleasure of attending a truly eye-opening professional development workshop led by Dr. Sarah Powell, a maths educator and researcher from the University of Texas at Austin. The session was packed with practical ideas, research-backed strategies, and plenty of moments where I thought, “Why didn’t I know this sooner?”
If you're a teacher, therapist, tutor, or parent supporting kids with maths, this one’s for you. And if you want to watch the recording, scroll to the bottom—I've popped the link there for you.
Maths Is More Than Numbers
One of the biggest takeaways for me was how much language impacts a child’s ability to understand maths. I’ve always known language and literacy are intertwined, but this workshop really drove it home. Maths isn’t just about numbers—it’s about vocabulary, concepts, connections, and reasoning.
Here’s a fun (and slightly overwhelming) fact: students from Kindergarten to Year 8 are expected to learn over 1,200 unique maths terms. Let that sink in. Even in early primary years, they’re grappling with over 100 maths-specific words—and not the easy ones either. Terms like “denominator,” “regrouping,” and “product” aren’t exactly everyday conversation.
What’s more, these terms often mean something different in maths than they do in everyday language. Words like “difference,” “base,” and “round” have dual meanings, which can confuse kids—especially those who are already navigating language or learning challenges.
Conceptual and Procedural Knowledge Matter
Another big “a-ha” moment was understanding the importance of developing both conceptual and procedural knowledge. I’ll admit it—I've often focused more on getting kids through the steps (procedure) rather than helping them deeply understand the “why” behind it (concept).
Sarah emphasised using multiple representations to build that conceptual understanding—things like drawings, manipulatives (physical or virtual), number lines, gestures, and verbal explanations. This helps learners see the why before jumping into the how.
One practical tip I’m now integrating is using virtual manipulatives more often—especially in teletherapy or online sessions. These allow kids to interact with visual tools that represent numbers, operations, and relationships in a much more accessible way.
I Was Using Some Ineffective Strategies Without Realising It
Confession time: some of the strategies I thought were helpful might actually be hindering progress.
Take keyword strategies for word problems—things like “altogether means add” or “how many more means subtract.” I used to rely on these because they felt like a shortcut to comprehension. But Sarah explained (and demonstrated!) how these often mislead students, especially when a word like “more” appears in a problem that’s actually asking for division or comparison.
Instead, students need structured modelling, repeated practice, and explicit teaching of language and concepts—not shortcuts that fall apart with slightly more complex problems.
The Power of Modelling and Practice
The way Sarah broke down her approach to teaching was incredibly helpful. She talked about the need for:
Systematic and explicit instruction
Modelling the thinking and the language
Guided practice, followed by independent practice
Lots of scaffolding and support
It’s not about giving a child a strategy and walking away—it’s about walking with them through the steps, modelling the language we want them to use, and gradually removing support as they build independence.
This structure is especially helpful for students who experience anxiety around maths (and I’ve met many). One child I work with actually has a physical reaction to double-digit addition problems. Helping her understand the concept of expanded form using visual supports completely changed her response—her relief was palpable.
Maths Fluency Is More Than Memorising Facts
When we think of “maths fluency,” it’s tempting to jump straight to multiplication tables. But fluency, as Sarah explained, is more about efficiency, accuracy, and flexibility.
And here’s the kicker: to build true fluency, kids need to master around 390 foundational maths facts across addition, subtraction, multiplication, and division. Not through rote memorisation alone, but through meaningful exposure, practice, and understanding.
This means giving kids opportunities to reason, explain, solve in different ways, and connect ideas—not just chant times tables.
Teaching Word Problems in a Whole New Way
Word problems used to be my least favourite part of supporting kids in maths. Too often, they would shut down, and I’d end up rephrasing the problem in simpler language—effectively doing half the thinking for them.
But Sarah shared an approach that reframed things for me. Rather than focusing on keywords, we should help students visualise the problem, understand the structure of different problem types, and use graphic organisers or bar models to represent relationships.
And yes, bar modelling was another game-changer. It’s such a clear, flexible way to unpack problems—especially for visual learners. I’m now introducing it to my sessions and already seeing lightbulb moments.
What I'm Doing Differently Now
After the workshop, I made some real changes in my approach. I’ve started:
Focusing more on teaching formal maths vocabulary, early and explicitly
Using Numicon and other manipulatives more often, both in-person and online
Avoiding shortcut strategies (like keywords) and instead modelling conceptual understanding
Building in fluency activities that promote flexible thinking
Using bar models and structured visuals for word problems
Prioritising talking about maths, not just doing it
And I’m also paying more attention to how language, cognition, and anxiety intersect when a child is struggling—not just their ability to calculate.
Watch the Recording (Highly Recommend!)
If you support students in maths in any capacity—whether you're a teacher, therapist, or parent—this webinar is 100% worth your time.
🎥 [Click here to watch the recording]
https://adultlearningzones.perthhillsalliedhealth.com.au/sarah-powell
You’ll walk away with strategies you can use immediately, and a deeper understanding of what makes maths hard—and how to make it easier and more joyful for our kids.
Final Thought
One thing Sarah said that stuck with me: "When we teach maths, we're not just teaching numbers—we're teaching language, thinking, and problem-solving." It’s so true. Maths is everywhere, and when we help kids understand it—not just memorise it—we’re giving them skills for life.
Let’s make maths meaningful again.
Would you like a copy of Sarah’s slide deck or the handouts? Let me know, and I’ll share the link we received after the session.
