Introduction
For many schools, the drive to raise test scores dominates the conversation about students’ confidence in maths. But what if the real lever for success lies not only in what students know, but how they feel about what they know? In Australia, data increasingly shows that confidence in maths is not optional, it’s critical.
Why confidence matters
According to a recent ACER report, tasks that students have seen before boost their maths self-efficacy (belief in their own maths ability), which in turn improves performance. One Australian study found that among 15-year-olds, those in the top quarter of a self-efficacy measure scored 147 points higher (girls) and 159 points higher (boys) than those in the lowest quarter.Confidence matters because students who believe they can are more likely to persist with problems, ask questions, and engage deeply.
How mastery-based learning nurtures confidence
Mastery-based models shift the focus from “covering content” to “understanding content”. That means:
- Students only move on once they’ve shown real understanding.
- Learning is personalised, so each student works at their appropriate level.
Success is frequent, not rare, building a track record of “I can do this”.
At Maths Pathway, this is built in. Schools using our model report improved engagement, clearer progress and, importantly, students gaining confidence through consistent wins.
What this means for school leaders
As a curriculum leader, vice-principal or head of department, you’ll want to ask:
- How confident are my students in maths right now?
- What systems do we have to build that confidence?
By focusing on confidence alongside achievement, you build learners who are ready for senior maths, willing to try difficult problems, and are prepared for future pathways.In Maths Pathway, you’ll find a model designed to do just that, helping your students, your teachers, and your school move forward with strength and belief.
