No more traditional teaching
The teacher won't be teaching the class from up the front of the room in the same way as traditional teaching. Research has shown that teacher lectures are extremely ineffective for student learning, particularly in subjects like mathematics where students learn most by doing. The teacher is still very active in teaching the students, but this now takes the form of more feedback and targeted help for small groups and individuals.
Students receive explicit instruction and examples individually, because every student is learning something different at any given point in time. This is done through written explanations, worked examples, and videos that students can watch.
Teachers also work with small groups and individuals to provide extra instruction where students get stuck. If any students feel as though they need more explicit instruction, they need to let their teacher know where they are struggling. This individual learning approach is different to what has happened in the past, but is extremely effective; in fact, this is the whole point behind Maths Pathway.
Teachers can still be asked for help, but students have several other methods to ask for help first. To be successful learners in year 12 and beyond, students must develop good learning skills and habits. One of the most important abilities to have is to know where to go to get help when you're stuck. Getting help directly from the teacher is certainly part of this, but students also need to learn how to try things out for themselves, read through an example, watch a video, ask a friend and then go to the teacher if they're still stuck.
The process is outlined in this poster, which may be displayed in the maths classroom. Students who have not been used to this process in the past may feel as though the teacher is refusing to help them, when in fact they are being taught important independent learning skills. Once your child has attempted to help themselves properly, the teacher will step in with explicit assistance if required.