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For mental computation success – consistency is key!

Think Mentals 30/7/25

The benefits of taking a consistent approach to mental maths are far-reaching for students and teachers. And as recent reports¹ shine a spotlight on endemic failings in primary maths education, it’s a good time to unpack the reasons why!

Building on skills

For students, a consistent approach to mental computation provides a strong and reliable foundation to build important life-long skills. A tightly sequenced, structured program supports the gradual development of mental strategies that increase in complexity over the primary school years. This consistent and cumulative approach allows students to consolidate their understanding and gain confidence in their abilities. With regular practice and exposure to familiar methods, students are better equipped to deepen their number sense and apply mental strategies with greater efficiency and accuracy across a variety of mathematical contexts.²

Facilitating a common language

When the terminology and methods used in mental computation lessons remain stable from year to year, students are not burdened with relearning how strategies are communicated each time they progress to a new class. This continuity allows them to concentrate on the complexity of the problems rather than navigating unfamiliar language. A common vocabulary strengthens mathematical discussions, both among peers and between students and teachers, enhancing conceptual clarity and supporting collaborative problem-solving.³

Collaborating on planning, assessment and professional learning

A consistent maths program encourages meaningful collaboration among teachers. It facilitates planning and allows teams across the school to better align their objectives and resources to deliver lessons that support a consistent approach to mental computation. Selecting a program that has carefully sequenced workbook content, worked examples of mental computation strategies and stepped-out lesson resources, allows teachers across year levels to consolidate their planning and focus on teaching.

Regular targeted assessment allows for monitoring ability levels and remediation where needed. It promotes consistent student learning outcomes, alignment with colleagues on instructional approaches, and increased satisfaction with how planning is handled within the school. It also enables teachers to accurately assess students’ grasp of the particular concepts, content, and skills taught.⁴

In addition to high-quality curriculum materials and a shared understanding of effective instruction, providing access to professional learning promotes significant progress in classroom practice. It also ‘empowers teachers and school leaders to develop professional knowledge and practice for improving students’ learning, engagement, and wellbeing’.⁵ A mental computation program that provides tailored professional learning opportunities ensures continuing support for teachers in using the program. By leveraging this collaboration, schools can create an environment where both students and educators thrive.

Saving valuable time

Research shows that teachers with access to a shared bank of high-quality curriculum materials save up to three hours each week that would otherwise be spent sourcing and creating resources.³ Saving time on individual planning frees up time for teachers to focus on other important aspects of their role, such as building strong relationships with students and addressing their unique learning needs. With a clear foundation for what to teach already in place, educators can concentrate on how to teach most effectively, adapting their instruction to better support and engage their students.

So if your school isn’t already using a consistent mental computation program across all year levels, it’s time to check out Think Mentals. The friendly strategies in Think Mentals are useful for students and teachers alike, equipping children with the tools they need to develop lifelong fluency in mathematics. 

References

1. Hunter, J, Haywood, A, Parkinson, N, Daniel, P 2025, The Maths Guarantee: How to boost students’ learning in primary schools, Report, Grattan Institute, viewed 24 April 2025, https://grattan.edu.au/report/maths-guarantee/↩
2. Callingham R 2005, ‘A whole-school approach to developing mental computation strategies’, viewed 21 July 2025, https://www.emis.de/proceedings//PME29/PME29RRPapers/PME29Vol2Callingham.pdf↩
3. Hunter, J, Haywood, A 2023, How to implement a whole-school curriculum approach: A guide for principals, Report, Grattan Institute, viewed 16 July 2025, https://grattan.edu.au/wp-content/uploads/2023/03/How-to-implement-a-whole-school-curriculum-approach-A-guide-for-principals.pdf↩
4. Australian Institute for Teaching and School Leadership Spotlight 2023, High-quality professional learning for Australian school teachers and school leaders, viewed 21 July 2025, https://www.aitsl.edu.au/research/spotlights/high-quality-professional-learning-for-australian-teachers-and-school-leaders↩
5. Hunter, J, Haywood, A, Parkinson, N 2022, Ending the lesson lottery: How to improve curriculum planning in schools, Report, Grattan Institute, viewed 16 July 2025, https://grattan.edu.au/wp-content/uploads/2022/10/Ending-the-lesson-lottery-Grattan-Report.pdf↩

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