Australian students’ numeracy skills often lag behind desired benchmarks: for example, the 2024 NAPLAN results show one in three students failing to meet basic literacy and numeracy standards, with over 10% needing extra support. To address such gaps, schools use a Multi-Tiered System of Support (MTSS) model. In MTSS, Tier 1 is high-quality classroom teaching, Tier 2 is small-group intervention, and Tier 3 is the most intensive support. Tier 3 interventions are highly individualized – often one-on-one tutoring – provided more frequently and for longer durations than Tier 1 or Tier 2. This intensive tutoring aims to close deep learning gaps in mathematics. It is evidence-based, targeting foundational skills (e.g. counting, arithmetic, problem-solving) with explicit instruction, guided practice, and ongoing progress monitoring.

Studies show Tier 3 one-on-one tutoring yields substantial academic gains. Meta-analyses report that small-group or one-to-one math tutoring typically produces effect sizes around 0.3–0.5 standard deviations (roughly 4–6 months of extra learning) relative to regular instruction. For example, a review of dozens of tutoring experiments found an overall effect to be a moderate but meaningful improvement. Tutored students consistently outperform peers in standard tests: disadvantaged students receiving math tutoring often “made marked improvements” in achievement. NSW research notes that high-quality tutoring programs (with well-designed materials, frequent sessions, and trained tutors) yield “significant positive effects” on disadvantaged students’ performance. Similarly, intensive math interventions in Tier 3 (for older students) showed moderate to large gains in algebra and other areas. In practical terms, regular one-on-one tutoring sessions (often 3+ times per week) are linked to clear test-score improvements.

Beyond test scores, effective numeracy intervention also strengthens cognitive development. Research using brain imaging shows that just eight weeks of daily one-on-one math tutoring in children with math learning difficulties “remediates poor performance” and induces widespread neuroplasticity – i.e. normalization of brain activity in parietal and prefrontal regions critical for numerical problem-solving. After tutoring, formerly struggling students’ brain-activation patterns became statistically indistinguishable from typical peers, correlating with their gains in accuracy and speed. In other words, tailored tutoring appears to rewire neural networks for math. In classroom studies, targeted interventions that train underlying cognitive skills (such as working memory strategies) also boost numeracy. For instance, a UK study found that a 10-week working-memory program for Year 3 students produced modest gains in number skills and strong gains in memory and attention tasks. These cognitive improvements (better memory, attention, problem-solving strategies) help children access higher-level math. In sum, one-on-one tutoring can accelerate cognitive foundations of numeracy (like mental calculation fluency, number sense, working memory) as well as directly teach content.

Importantly, stronger numeracy has lasting socioeconomic benefits. Australian research links higher adult numeracy to better employment and wages. The Productivity Commission (2014) found that increasing literacy/numeracy proficiency by one level (roughly a year of schooling) raises wages by ~10% and modestly boosts employment chances. This effect on earnings is comparable to obtaining a higher school qualification. In practice, students who catch up in math are more likely to stay engaged in school, pursue STEM studies, and enter higher-paying careers. Conversely, low numeracy has been tied to unemployment, underemployment and exclusion from well-paying jobs. Tier 3 tutoring therefore not only lifts current grades, but can improve long-term life outcomes by moving students off the “bottom rung” of the education ladder.