I have completed the test, now what?

Once you have completed your test, the written section needs to be sent to the tutor. Most families do this by taking a photo of the written test on the phone and then emailing the photo to their tutor.

Our tutors typically take one to two working days to process the tests. In the meanwhile, you can continue to work on modules from the next cycle by clicking on the link to the next cycle near the middle of your homepage.

My child is getting work that is too easy.

Maths Pathway allocates work based on their diagnostic tests. This adaptive testing allows Maths Pathway to determine what your child already knows and what they are ready to learn next. When your child appears to be getting work that is too easy, there are 2 possible explanations.

  1. Your child made silly mistakes when doing the diagnostic tests. This can happen if the student is not encouraged sufficiently to try to get as much right on the diagnostic tests as they can or perhaps they were just tired or distracted during the test.
  2. Your child has a gap in their learning which the diagnostic test has identified.

If you believe your child has made careless errors on the diagnostic tests, there are several ways to solve it:

  • Your child can quickly review the module and mark it as mastered. This will put the module on the next test and, if it mastered on the test, it will remove the module from work to be completed.
  • Your child can select “Stop” after opening the module and then select “I can already do this work”. This will trigger a miniature diagnostic test on the concept presented in the module. If your child passes the mini diagnostic test, the module will be marked as mastered.
    Note: You can only use this option a few times. After that, the option will disappear and will need to do the diagnostic retest discussed below.
  • Where there are quite a number of silly mistakes on diagnostic tests, a diagnostic retest can be requested. A diagnostic retest will ask questions on all the topics that the student had incorrect on their original diagnostic tests.
    Note: For a student who has already completed all of their diagnostic tests, the diagnostic retest can take a long time. It may need a couple of sessions for them to complete it.

Tutor Notes

Tutor Instructions

Maths Pathway is based on a mastery model of learning. This means the student is only considered to have mastered a topic when they are able to achieve a perfect result on their test related to that topic. There are 2 aspects of mastery considered on the test.

  1. Being able to produce the correct answer to a question on the topic.
  2. Being able to use correct thinking, laying out and logical processes in achieving an answer.

The Maths Pathway online test is very good at determining whether a student can produce the correct answer, but is poor at testing thinking, laying out and logical processes. This is the reason why Maths Pathway has a written test as well as an online test that is reviewed by the classroom teacher. As you have opted for level 2 access, you do not have the ability to generate written tests.

It is up to the tutor, therefore, to determine that the student has achieved the 2nd aspect of mastery. In the absence of a written test, we suggest that you check each module after the student has completed it before allowing the student to mark it off as mastered. The points you should check are as follows:

  • All workbook answers are correct and match closely the processes shown in the module answers.
  • Any time a question has been marked as incorrect, the question has been completely redone.

Level 1 accounts include written tests. These tests are done by the students at home and a photo of the test page is emailed to the Learning About Learning tutor. The tutor marks the written test and provides appropriate feedback based on the second aspect of mastery above. This frees the home tutor of having to monitor each module so closely. You can email support@learningaboutlearning.com.au if you want to request transfer to a level 1 account

Test Reflections

Maths Pathway has a test reflection step built into the process of the learning cycle. This step can seem trivial to the home user but it is perhaps the most important step for your child to become ‘good at maths’.

Maths Pathway has determined that one of the biggest barriers to students doing maths well is not their underlying maths ability. Rather it is the approach they take to learning in general and maths in particular. Moving a student from a poor approach to learning to a good one is the paramount reason for introducing a test reflection into the learning cycle.

In a school, the test reflection usually involved sitting down briefly with the teacher and thinking about what worked well in the last cycle and what could improve. None of this discussion involves going over the mistakes in the test. It is all about what the student did during the cycle to help them learn the maths and determining something they can try to improve on in the next cycle.

A good example of this comes from a common behaviour pattern in students where the students do not correct their work or fail to redo a question that is wrong. The result is nearly always that the student does poorly on the next test. Here is how the reflection session with a teacher would go:

  • The student, with their workbook in hand, sits down with the teacher.
  • The teacher views their test result and inspects their workbook.  (At this point the teacher will have seen that student hasn’t corrected or redone incorrect answers.)
  • The student is given a chance to comment on their own learning (it is better if the student can reflect well on their own learning if they can).
  • Through this discussion it is agreed that the workbook hasn’t been done well and that there might be a link between that and the poor test result.
  • Together the teacher and student set a learning goal for the next cycle and write it down. E.g. “I will make sure that I correct after each question and redo the question if I get it wrong.”
  • After the next cycle of learning, the teacher and student review the goal from the last cycle and compare the test results to see if it has made a difference to the results. If it has made a difference, the focus can change to a new goal. If it hasn’t made a difference, the goal may need to be modified and tried again in the next cycle.

Using this approach, the student has good feedback from the test on whether the strategy has been successful. If it has been successful, the student is highly motivated to continue the practice. A couple of important things to note about reflections:

  • For a student, who has a poor attitude to maths, it is important to check regularly during the cycle to remind them to keep to their goal.
  • Remember to praise a student who has made an effort to complete the goal. Even if the goal is not successful in improving the results, the student has learnt something.
  • It is best to focus on one goal at a time. Trying to do too many things at once makes it very hard to to all the things well.
  • Goals are equally applicable to students who are doing well on their maths. The idea is that they learn what needs to happen to be a good learning. These skills are then available to them through the rest of their lives.

There is nothing in the reflection process that requires specialist teacher skills. It can be done just as well by parents. There is an article here that outlines the 3 biggest practices that will make a difference to learning. It is a good place to start.

3 hacks to ace maths

3 Hacks to ace maths

Maths Pathway is brilliant at giving you the right maths for you at the right time and it has great tools and videos to help you when you are struggling. But to do really well and become better at maths there are some things that you must do, whether you are using Maths Pathway or another program. Follow these 3 hacks and you will be amazed at how much your results improvewink.

  1. Always use the following method when doing your maths work:
    • Do just one question.
    • Check the answer.
    • If you got the answer wrong, work out what went wrong, and do the question again. Do not go on until you have completed this step.

      Note: This works because it prevents you from making the same mistake over and over (which is what happens when you correct your work at the end). When we do the same thing over and over it starts to stick in the brain and it is hard to undo. People are also very unlikely to go back and redo questions if they wait until the end before checking their work.
  2. Do your work neatly in your workbook.
    Students who do their work in a messy way also tend to make a lot more mistakes when the maths gets a bit harder. This is because numbers, columns, and marks become confused. It also makes it very hard for you to work out where you went wrong and, if you can’t work out where you have gone wrong, then you can’t learn from it.
  3. Do every question.
    Maths Pathway modules are crafted by maths experts. The questions are designed to give you the right amount of work for you to master and remember the concept being taught. Each question you skip weakens this learning.