YuMi Deadly Maths accelerated learning projects use YDM as a basis to develop teaching and learning modules of mathematics activities that can accelerate the learning of mathematically underperforming students so the gap between their ability level in mathematics and their age level can be closed, allowing them to access higher year levels of mathematics.
The projects break mathematics into topics and then develop vertically sequenced units of work (called modules) that take the students from their ability level to their age level. Spending time on the foundations of topics enables later work with symbols to be more quickly learnt, accelerating normal progress.
The YDM accelerated learning approach was originally developed across 2010–13 for the Accelerated Indigenous Mathematics (AIM) project funded under the Australian Government’s Closing the Gap: Expansion of Intensive Literacy and Numeracy program for Indigenous students. Information on AIM is included on the Teach Learn Share website of the Australian Government Department of Education.Watch YuMi Deadly Maths at Spinifex video at Teach Learn Share Accelerated Indigenous Maths web page Read the Teach Learn Share reports about YuMi Deadly Maths and Accelerated Indigenous Maths
Participants in accelerated learning projects receive professional development and materials that assist in accelerating mathematics learning in remedial students. Projects are divided into stages that each run for one year and include the following components:
- resources including an Overview book and modules that provide vertical sequences of activities and assessment tasks to take students from their ability level to their age level
- teacher professional development in using the modules to diagnose difficulties in student learning and accelerate learning to where students can access higher year levels successfully
- online support through QUT Blackboard community site
- action research training.
Accelerated learning projects are based on materials and training that have been successful in a diverse range of schools. When implemented fully, these projects have enabled underperforming students to gain understandings and confidence to be successful in mathematics through to senior high school and beyond.