Evaluating structured mathematics resources: What should schools consider?

Questions to ask before choosing resources

Before diving into specific programmes, it’s important to assess your school’s needs. Do you require just a teacher’s guide, or are both textbooks and student workbooks necessary? Are you looking for student workbooks to reinforce skills, or do you need resources that provide problem-solving ideas? Identifying these needs might help guide you toward the right choice.

I’ve also examined some features of the recently published mathematics books, and here are two common questions I’ve received from educators:

1. "Our school wants to adopt a mastery approach for mathematics teaching, but I’m unsure about following the Maths No Problem or Prime books. Can you help?"

2. "How do Prime Mathematics, Maths No Problem and Oxford Mathematics differ, and what kind of professional learning development (PLD) do they offer? Is it the same as what the Ministry of Education (MOE) will provide next year?"

Although I may not have all the answers yet, I’d like to share some thoughts to guide your decisions.

The mastery approach: An overview

The mastery approach to teaching mathematics has been researched extensively, and many descriptions share core principles. According to the National Centre for Excellence in the Teaching of Mathematics (UK), mastery teaching includes:

• a class working together on the same topic

• challenging students by going deeper rather than accelerating the pace

• focused, rigorous, and thorough teaching

• swift intervention to prevent learning gaps

• more time dedicated to teaching topics, allowing for depth and practice

• carefully crafted lesson design with scaffolding

• encouraging students to engage in reasoning.

The key takeaway here is that teaching mathematics with a mastery approach isn’t dependent on textbooks. It’s a holistic teaching philosophy that needs to be incorporated into planning, delivery, and assessment.

Flexibility is key

When teaching with the mastery approach, it’s essential to allow flexibility in pacing. If students need more time to grasp a concept, teachers should feel empowered to extend the learning period rather than sticking to a rigid daily plan. This allows students to fully understand topics before moving on.

In addition, using models, manipulatives, visuals, and images enriches the learning experience, supporting deeper understanding. The goal is for students to develop sound conceptual understanding first, and practice leads to procedural fluency.

The role of textbooks

While textbooks can be valuable, they shouldn’t be the centrepiece of a teaching strategy. A mastery approach is built on great teaching, which depends heavily on a teacher’s subject knowledge and ability to engage students effectively. However, textbooks can offer helpful support in two main areas:

1. Clarifying concepts – a textbook can clarify new concepts or skills being introduced, providing structured guidance.

2. Providing practice – books with well-crafted practice tasks that offer variation can reinforce learning, ensuring students solidify their understanding.

As pointed out in the (draft) revised mathematics and statistics curriculum, “When planning and teaching maths units and lessons using the maths mastery approach, it is important to consider the purpose of learning and to include a balance of practices across the week. ” I recommend using a lesson structure that involves exploring, clarifying, practicing, extending, and reviewing to ensure a balanced and thorough approach.

Avoid over-reliance on textbooks

Textbooks are tools, but relying too heavily on them can stifle a teacher’s creativity and decision-making. It’s crucial that teachers remain in control of the learning process, adapting lessons to fit their students’ needs rather than following a one-size-fits-all approach. Engaging students with relevant, meaningful tasks is key to fostering a love for mathematics.

One way to make mathematics lessons more purposeful is by incorporating a "hook" to engage students at the start of a unit and a "product" to work towards by the end—whether it’s a project, performance, or solution to a complex problem. This brings a real-world context to the learning.

Two of the resources that have been made available are based on the Singapore approach and offer comprehensive, structured programmes for teachers to follow. They provide a range of resources, including teacher’s guides, textbooks, and workbooks, and emphasise the use of concrete-pictorial-abstract (CPA) representations, like the bar model, to aid understanding.

The programmes follow a spiral curriculum, which revisits topics and builds on prior knowledge. Their practice activities include a mix of variation and variety, with a strong focus on repetition and thorough practice.

My personal take

While these programmes offer a structured path, our curriculum highlights the importance of students developing positive relationships with maths. Create an inclusive learning environment where students take risks and collaborate and “model personal engagement in maths processes, so that you build knowledge, curiosity and enjoyment in maths while teaching.” Effective teachers use data and evidence to adapt the teaching to students’ needs. A well-designed practice book with varied tasks that align with my learning objectives may support the overall programme and help teachers reduce planning time.

Ultimately, effective mathematics teaching comes down to the teacher’s ability to notice, understand, and respond to students’ learning needs. A teacher’s deep understanding of mathematical concepts and learning progressions is key—and that’s something no textbook alone can provide.

When evaluating mathematics resources, schools should focus not only on the materials but also on the teaching approach that will best serve their students. While textbooks can be useful tools for supporting learning, great teaching is at the heart of an effective mathematics programme. Use resources that enhance your teaching, but don’t be afraid to make decisions based on the unique needs of your students and your school.

About Heather

Heather Lewis is an experienced education consultant with deep expertise in mathematics teaching and learning. With over a decade of facilitating professional learning and development (PLD) across Aotearoa New Zealand, Heather specialises in helping teachers build confidence and capability in mathematics. A former National Lead of ALiM (Accelerated Learning in Mathematics), her practice is grounded in evidence-based strategies, formative assessment, and culturally responsive pedagogy. Heather works closely with teachers, leaders, and communities to improve student outcomes through tailored support, collaborative inquiry, and curriculum alignment. Passionate about driving meaningful change, Heather draws on her extensive sector knowledge to empower educators and foster sustainable growth in schools.

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