YDM Teacher Development Training
On this page:
In 2010–12, as part of the government-funded TIME project, YDM training was delivered to Queensland Years P to 3 primary teachers in 2010, Years 4 to 7 primary teachers in 2011, and junior secondary (Years 7 to 9) teachers in 2012, with 102 schools participating altogether. Since 2012, more than 100 further schools in Queensland and Victoria have either self-funded the training or received it as part of a QUT equity program to improve the number of low income school students attending university.
The basic YDM teacher development training is provided across two years in a package of professional development materials and support to improve the capacity of Foundation (Prep) to Year 9 school teachers to teach mathematics. Training consists of the following four components:
- professional development comprising 2 days of principal and 12 days (4 × 3 days) across two years of train-the-trainer workshops for four teachers per school
- eight resource books comprising Overview (covering philosophy, pedagogy, school change and leadership), Number, Operations, Algebra, Measurement, Geometry, Statistics and Probability, and Review
- online support through website repository of ideas and exemplar lessons, help desk, training modules including PowerPoints and videos, and discussion forum
- action research training.
The basic YDM training provides all that is needed to improve capacity to teach mathematics and enhance mathematics engagement and learning outcomes for students. However, if desired, schools can invest in additional support beyond the basic training. This can include having extra teachers attend the training, in-school support through visits from YDM experts, after-school PD sessions with all staff, and so on.
Online training support
A QUT Blackboard community site, YuMi Deadly Maths Professional Learning Online, has been established to support the face-to-face YDM training. This site contains:
- online YDM learning modules for teachers, including PowerPoint slides and video segments demonstrating the key ideas contained in the resource books
- support and resources for facilitators/presenters in schools
- group wiki and discussion board for teachers to interact with each other, share resources and reflect on how YDM works in their school.
At present, the online YDM learning modules cover Overview, Number, Operations, Algebra, Geometry, Measurement, and Statistics and Probability. The modules can be worked through sequentially or as needed according to teaching focus at the time.
YuMi Deadly Maths Professional Learning Online is a secure site that is only available to participants in YDC projects. Please contact us for further information.
YuMi Deadly Maths (YDM) training
Project contacts: Given below for each cohort.
This series of projects delivers YuMi Deadly Maths to individual schools or regional clusters of schools which may be located anywhere in Australia. These training projects aim to train teachers to trial YDM in terms of its effectiveness in improving mathematics teaching and learning, and in relation to characteristics of schools, teachers and students. Feedback provided by teachers leads to ongoing modification of YDM materials. The primary aim of the projects is to increase the schools' capacity to enhance the mathematics learning outcomes (and thus the employment and life chances) of their students. The projects also draw conclusions with respect to effective train-the-trainer mathematics programs.
Currently, three Queensland state schools and one Victorian primary school that represent excellent practice in YuMi Deadly Maths are designated as Centres for Excellence: Beenleigh and Kingston State Schools in Brisbane, Vincent State School in Townsville and Sunshine Harvester Primary School in Victoria. The three Queensland schools participated in the TIME project which developed and trialled YDM from 2010 to 2012. Sunshine Harvester participated in the YDM-WMR Victoria project in 2012 and 2013.
If you are interested in learning more about YDM, contact one of these schools to discuss its effectiveness, or visit them to see YDM in practice.
This project focuses on improving the pedagogy of teachers to enhance the mathematics learning of students with intellectual special needs and a range of disabilities. The first YDM Special Schools project runs from April 2014 to April 2016 and involves 12 schools in Brisbane, Toowoomba, Bundaberg, Gladstone and Mackay. Evidence from the project to date demonstrates growth and transformation in teaching practice and student achievement as a result of the project.
A second cohort of special schools commenced their two-year YDM training in October 2015.
This project began in 2013, delivering YDM training to five schools in the Townsville area. The project has since continued with new schools and teachers joining each year. Training is tailored to individual schools and is a combination of central delivery in Townsville and visits to schools.
This project runs from mid 2015 to mid 2017 and delivers YDM training to one primary school in Toowoomba. School visits for in-school support are also provided.
Past projects on this page:
YuMi Deadly Maths (YDM) training
YDM-WMR Victoria: 2012–13
This two-year project delivered YDM training to a network of 12 schools in the Western Metropolitan Region of Victoria. The project was funded by the Victorian Department of Education and Early Childhood Development. Professional development for key teachers from the schools was delivered at a central location in the region, together with resources, website access, and online support, using an action-research approach.
YDM Brisbane North Coast: 2012–14
This project delivered YDM training to four schools from Brisbane to Gympie. Training was tailored to individual schools and was a combination of central delivery and visits to schools.
YDM Central Queensland: 2012–15
The first YDM Central Queensland project, YDM Next Steps, ran from 2012 to 2014 and delivered YDM training to five schools from Gladstone to Mackay. Training was delivered in Rockhampton to key teachers and to all teachers by visits to individual schools from YDC practitioners.
A second YDM Central Queensland project, YDM CQ14, delivered YDM training to six primary and two high schools in the Emerald/Blackwater region in 2014 and 2015.
A new Central Queensland cohort is now receiving training as part of the CSIRO BHP Billiton PRIME Futures Program.
YDM Metropolitan: 2014–15
This project delivered YDM training to four schools (two primary, one P–12 and one secondary) located within driving distance of Brisbane. Training was structured as six 2-day workshops across the two years rather than four 3-day workshops, which worked well for this diverse group. Two schools opted for school visits to model classroom teaching with the RAMR cycle and inform other teachers of the YDM pedagogy.
YDM Remote: 2013–15
This project delivered the YDM program to four schools in the Gulf and Border region of Queensland. Training was a combination of online and visits to schools.
YDM TIMEX: 2012–14
This project involved four schools that were part of the TIME project in 2010–11. It provided these schools with extra training through school visits to improve their implementation of the YDM program.
Partnering for Enhanced Mathematics Outcomes (PEMO) YDM: 2012–14
This three-year project was funded by QUT Equity Services under the Higher Education Participation and Partnership Program. The project developed and studied various programs to improve the participation rates of Year 12 graduates entering universities from low SES schools. Its specific objectives were: (a) to enhance the mathematics teaching capacity of both primary and secondary staff teaching mathematics in terms of knowledge, classroom practices, passion and enthusiasm; (b) to enhance the mathematics learning outcomes of all students in terms of motivation, engagement, performance and understanding; and (c) to improve the employment and life chances of these students with a particular aim to increase participation in university or higher-level VET courses.
To achieve these objectives, the project provided participating primary and secondary schools with tailored professional development and support mechanisms. The project delivered YDM training to 33 low income primary and secondary schools in the Caboolture area via a combination of central PL days and twilight sessions. It spread the normal two years of YDM training across three years but allowed schools to start and finish in their own time.
YDM Thailand projects: 2012–14
The first Thailand project (Australian Thai Mathematics Education) began in September 2012 as a research and development collaboration between YDC and school directors and teachers from two schools in Chiang Mai in Thailand. Its purpose was to establish and promote professional learning networks and communities between educators in Thailand and Australia. The initial focus was on the YDM materials and pedagogy, with YDC staff visiting the Thai schools in February 2013 to conduct workshops with teachers.
A second Thailand project (Private Educational Administrators Project) was a collaboration with six private schools in the Chiang Mai education district in 2014. The program was designed to cover the Thai Government mathematics syllabus and focused on the mathematics topics important for improving Thai students' mathematics abilities. A YDC maths education practitioner visited Chiang Mai in May and September to provide a total of five days of PD in YDM teaching using RAMR and big ideas and addressing Year 4 curriculum topics in number, operations, measurement, statistics, and problem solving. Following each round of PD, teachers collaboratively planned, taught and refined lessons using RAMR pedagogy and lesson study format. As a result of this collaboration, Thai students in these schools are now experiencing learning that is situated in culturally appropriate contexts, including hands-on activities to develop conceptual understanding before practising symbolic mathematics.
Sustainable Numeracy Academy Project (SNAP): 2012–13
This project was a collaboration with Independent Schools Queensland (ISQ) where YDC worked with numeracy coaches within ISQ's Coaching Academy to mentor the coaches to be able to lead their schools in using numeracy assessment, analysis, planning, teaching and reflection to enhance students' numeracy learning outcomes.
YDC conducted research to analyse the effectiveness of the mentoring and resources provided by YDC to the ISQ Academy numeracy coaches and drew conclusions with respect to effective train-the-trainer actions and resources that lead to improved teacher practices and enhanced student numeracy outcomes. More than 20 ISQ schools were involved in the project across the two years.
Teaching Indigenous Mathematics Education (TIME): 2010–2012
This three-year (2010-12) project was funded by the Queensland Department of Education and Training (DET), through the Division of Indigenous Education and Training Futures Indigenous Schooling Support Unit, Central and Southern Queensland. The project developed a mathematics train-the-trainer PD program, called YuMi Deadly Maths or YDM, to improve mathematics teaching and enhance learning from Prep to Year 9.
The project focused on Years Prep to 3 in 2010, Years 4 to 7 in 2011 and Years 7 to 9 in 2012, covering all mathematics strands of the Australian Curriculum: Number and Algebra, Measurement and Geometry, and Statistics and Probability. In all, over 100 Queensland schools participated in the project.
Sustainable Access to Mathematics (SAM) Pilot: 2011
This project was a collaboration between YDC and Independent Schools Queensland to see if the YDM approach mixed with diagnostic testing would be effective for building sustainable growth in capacity of teachers to teach mathematics. As a pilot, the project was restricted to Year 4 teachers in four schools in the Wide Bay region. The project focused on whole numbers and common fractions.
Results from the project indicated that it provided the Year 4 teachers with sustainable knowledge regarding testing and teaching in whole numbers and fractions; and improved students' whole-number and fraction knowledge. The project developed a theoretical framework to extend the YDM program. It found that numeracy expertise was dependent on teachers acquiring and putting into practice five processes: (a) determining and administering effective diagnostic assessment; (b) analysing students' responses and determining the focus of instruction; (c) planning instructional sequences to ensure students understand at required level; (d) implementing effective teaching and management pedagogies to facilitate learning; and (e) reflecting on the cycle in relation to students to improve implementation in the future.
QUT YuMi Deadly Centre
Phone: +61 07 3138 0035
Fax: +61 07 3138 3985
School of Curriculum
Faculty of Education
Queensland University of Technology
Kelvin Grove Campus
S Block, Victoria Park Road
Kelvin Grove, QLD 4059