Talk:Maths Pathway

Untitled

Request review for the criticism, which does not have a citation. 119.17.49.6 (talk) 05:20, 6 November 2017 (UTC)

Uncited and non-neutral criticism section

{{COI}} The current 'Criticism' section of this article is uncited, and does not have a neutral tone.

While criticism of any system/product/idea is valid, it should be backed up by evidence. In the case of the current version of the criticism, there are claims present that are not supported by any evidence.

Logical issues

The claim "As Maths Pathway is used in over 180+ schools across Australia, there has been a significant amount of criticism from the teachers, students and parents." doesn't make sense. The use of 'As' implies that just because something is popular then there is necessarily 'significant amounts of criticism'. This isn't a correct statement.

Unverified claims

There are multiple examples in this section of unverified/anecdotal claims:

• "For teachers, they are worried for the students using Maths Pathways because there will be a large gap when transitioning from Maths Pathway to text book work in their senior years."
• "they are also worried by the questionable method of teaching because it is substantially difficult to compare other students in the grade or class whom are utilising the program."
• "Also, there has been negativity by students and their parents as their math grade is not reaching their true potential."

Distributed learning

The claim that "there is no structured way of learning of developing certain concepts of maths because a student has the ability to choose one portion of a concept such as trigonometry and then learn another concept such as fractions. This inconsistency leads to students not having a full indepth understanding of the subject." is contradicted by educational research that shows that a distributed approach to learning (which is what is being referenced in this comment) is actually more effective than learning in large blocks of a single topic. See:

• Roediger, H. L. III, & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 242-248. http://dx.doi.org/10.1016/j.jarmac.2012.09.002
• Dunlosky J., Rawson K.A., Marsh E.J., Nathan M.J., Willingham D.T. (2013). Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest. 14(1), 4-58 https://doi.org/10.1177/1529100612453266

Matt from Maths Pathway (talk) 00:34, 20 September 2018 (UTC)

I've reverted to an old version of the article that appears to be sourced. (I am not watching this page, so please ping me if you want my attention.) — JJMC89 (T·C) 03:19, 20 September 2018 (UTC)

Some proposed changes

Hi everyone,

I work at Maths Pathway and I noticed that some of the information on this page is out of date or inaccurate. I understand that it isn't appropriate to edit this page, but I also thought it was important for the information to be correct. I've suggested some edits below with third party references for consideration.

Let me know if anything further is needed.

Thanks, Hayley

Edit 1

Information to be updated: It started out as a small website headquartered in a shed in Matthys' lawn, but has grown to be featured in over 170+ schools and is used by 12,000+ students. Wilson and Matthys hope to have most Australian schools use it eventually.

Update to: It started out as a small website headquartered in a shed in Matthys' lawn, but has grown to be featured in over 260+ schools and is used by 57,000+ students. Wilson and Matthys hope to have most Australian schools use it eventually.

Explanation of issue: Information provided is out of date

Reference supporting change: Social Ventures Australia, 2019 https://medium.com/social-ventures-australia/11-reasons-why-we-invested-in-maths-pathway-the-australian-start-up-doubling-the-rate-at-which-a3e944abede1

Edit 2

Information to be updated: Maths Pathway is an online educational website based in Melbourne, used in Australian schools to teach mathematics. It differs from traditional mathematics teaching, as it is set up in a modular format, with students working on individual pieces of learning.

Update to: Maths Pathway is a Learning and Teaching Model that aims to differentiate student learning. It differs from traditional mathematics teaching, as it helps teachers manage the varied learning needs of each student in their classroom. The model comprises eight components; personalised learning, targeted explicit teaching, Rich Learning, curriculum mapped content, differentiated assessment, data-informed feedback, school improvement consultants and professional growth and development.

Explanation of issue: Information is not accurate

Reference supporting change: https://educationchangemakers.com/pdfs/Maths%20Pathway%20How%20To%20Guide.pdf https://medium.com/social-ventures-australia/11-reasons-why-we-invested-in-maths-pathway-the-australian-start-up-doubling-the-rate-at-which-a3e944abede1 http://www.educationtoday.com.au/article/Maths-Pathway-turns--high-impact-pedagogy-research-into-practice-1542

Hayley from Maths Pathway (talk) 04:42, 16 December 2019 (UTC)

Reply 16-DEC-2019

  Edit request partially implemented  

1. Y The claim regarding the student and school reach was placed using the website's voice, and not Wikipedia's.
2. N The lead section was not updated, as the proposed text made claims about the website which cannot be substantiated with the provided references (e.g., "it helps teachers manage the varied learning needs of each student in their classroom.").

Regards,  Spintendo  06:57, 16 December 2019 (UTC)

'How it works' edit

Hi everyone,

I work at Maths Pathway and I noticed that this page has been vandalised, specifically the 'How does it work' section. I understand that it isn't appropriate to edit this page, but I also thought it was important for the information to be correct and this section is not. I believe this section should be removed.

Let me know if anything further is needed.

Thanks, Hayley