Celebrating New Zealand Maths Week: SPRING into Maths Resources

This week is New Zealand Maths Week—a week long celebration of all things Maths, for tamariki in Years 1–11.

In celebration of Maths week, we’ve shared three video resources below to support the teaching of key number strategies including family of facts, place value and dice combinations. These videos are a part of the supporting resources included in SPRING Into Maths—a small group intervention for students needing additional support with mathematics concepts related to Number.

Delivered by teachers or teacher aides 4 x weekly for 30 minutes over one school term, the short, focused sessions build students self-confidence, knowledge and skills within a short timeframe, enabling them to thrive within their regular classroom programme. 

Family of Facts

Place Value Houses

Combinations with Dice

What is SPRING into Maths?

SPRING into Maths is a structured intervention which delivers engaging, confidence-building mathematics learning in as little as 5-weeks.

Who is SPRING Into Maths aimed at?

Year 3 to 9 students who need support to accelerate their mathematics learning.

Why should I choose SPRING into Maths?

The short, focused sessions build students self-confidence about mathematics and enable them to gain the skills and knowledge they need to thrive within their regular classroom programme. This is an evidence-based New Zealand intervention developed by NZCER Maths Researcher and Facilitator Julie Roberts. It has been recommended in ERO’s Making It Count (February 2024) report.

How does SPRING into Maths work?

Teachers and teacher aides participate in a half-day training to learn how to deliver the programme (online or face-to-face)

• Teachers or teacher aides deliver 30-minute lessons 3-4 times a week to small groups of students over one school term
• An extensive kete of resources are provided, including a support guide, teaching videos, planning sheets, snapshot assessments and a range of templates as well as ongoing facilitator support

“We have now had six groups complete the programme and classroom teachers have said they have noticed changes in the students who took part. They are more confident in themselves and their abilities and are more active in classroom maths sessions.”
—Jo Verran, Deputy Principal, Plimmerton School 

“The SPRING into Maths programme provides our students with extra support by strengthening their maths understanding and number knowledge. We find the Mini Snapshot Assessments are very easy to administer and means that we can quickly zero in on our students’ hotspot areas. The online resources make planning and delivering the sessions a breeze. The small-group sessions allow for targeted teaching in a supportive environment, which has seen our students develop in confidence. They really enjoy the structure, the hands-on approach that SPRING offers, and they all love finishing every session with a maths game to consolidate their learning. It is great to see our students looking forward to their next SPRING session.”
—Kayne Leighton, Principal, Postgate School

“The progress and confidence we have observed in our learners has been remarkable. Students who previously struggled with mathematical concepts are now participating enthusiastically and showing a belief in themselves as mathematicians. Additionally, SPRING into Maths has been particularly beneficial for our ESOL learners, providing the support they need to thrive in a subject that can often be language-intensive.“
—Rachel Ono, Tumuaki Tuarua | Deputy Principal, Heathcote Valley School

“The mini snapshot assessments were quick and easy to carry out and gave us a clear picture of who would benefit from the programme. All the resources and videos on the website made it so easy to plan for the 4 sessions each week.  

Students say: 
“It helped me a lot with how to do things” 
“It was easier to focus in a small group and I felt braver about asking questions”
“What I learnt helped me in class as I could do the maths on my own” 
“I wanted to keep going to the group because it was helping me a lot” 
—Jo Verran, Deputy Principal, Plimmerton School