At T2L, we have been trialling a new initiative called The Maths Project — an innovative approach to mathematics teaching and learning designed to build deeper student understanding through reasoning, problem-solving, and communication.The project originally began as an extension program aimed at high-performing mathematics students. However, early feedback from teachers highlighted the broader potential of the approach, leading us to expand the trial across mainstream classrooms. The initiative began with a “Problem of the Week” designed for students in Years 3–6. Students access a short video presenting the mathematical challenge, work collaboratively or independently to solve the problem, and then create a video explaining their reasoning, working out, and problem-solving strategies. This process strengthens mathematical language, confidence, and conceptual understanding, while also providing teachers with valuable insight into student thinking and misconceptions. Following successful initial trials, it became increasingly clear that the concept of students presenting video explanations of mathematical problems has significant benefits for learners across all ability levels. The process not only promotes engagement and accountability, but also places reasoning and communication at the centre of mathematics learning. In this presentation, Mark Mckelson will share key learnings from trialling The Maths Project and explore the implications this approach may have for future classroom practice.