Foundation and Year 1/2 teachers at Saint Martin de Porres Primary School, a Catholic School in Laverton, Melbourne have been collaborating with a team of researchers from Monash University on a four-year project led by Professor Peter Sullivan and colleagues. The teachers have been trialling and implementing a series of lesson sequences as part…

This paper presents an analysis of how resources were designed to support implementation of the new Queensland senior secondary mathematics syllabuses. The analysis draws on the concept of educative curriculum materials that build teachers' subject matter knowledge and pedagogical content knowledge. Such resources are intended to help teachers…

The OECD Future of Education and Skills 2030 (E2030) project's overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that end, the E2030 project centres on the idea that education needs to equip students with the…

At the commencement of 2022 there was an opportunity to be engaged in a curriculum development project focused on reimagining mathematics learning in primary schools. Schools were seeking new experiences to support engaging students and teachers in mathematics learning. Laburnum Primary School participated in the project with Monash University,…

This paper argues for effective sequencing of mathematics content to aid transition from junior (Year 7 to Year 10) to senior mathematics (Year 11 to Year 12) curriculum in Queensland, Australia and provides a tool for sequencing the mathematics content. Planning templates and samples are available to schools; however, it is imperative for…

Promoting reasoning is the goal of mathematics education. While reasoning behaviours can be observed, how to characterise them and nurture their growth remains ambiguous. In this article, we report our effort in drafting a learning progression and geometric thinking model and using them to investigate Australian students' geometric reasoning…

Mathematics curricula have traditionally focused on content knowledge, often in the form of a scope and sequence of increasingly difficult mathematics. The importance of using and applying mathematics is recognised in the current Australian Curriculum Mathematics (AC: M) as 'proficiencies' that are intended to be integrated with the content. There…

It is well accepted and understood amongst the mathematics education community that numeracy is the responsibility of all teachers, across all levels of schooling. However, the way numeracy is understood and actioned across the Early Childhood, Primary and Secondary contexts is different. This paper reports on a case study of secondary school…

This paper reports on a new initiative of collaborative work between the Australian Curriculum, Assessment and Reporting Authority (ACARA) and Cambridge University as part of the 2020-21 review of the Australian Curriculum: Mathematics Foundation -- Year 10. The ACARA mathematics curriculum development team worked with the Cambridge Mathematics…

Background: This study explored the challenges around enacting change in a STEM (Science, Technology, Engineering and Mathematics) subject at an Australian higher education institution and examined key elements required to ensure change. Purpose: The purpose of the study was to examine the barriers and levers driving change during the…

The recent review of Australian Curriculum represents an opportunity to significantly change the teaching of primary mathematics in Australia and perhaps elsewhere. The current curriculum document presents content in a linear and compartmentalized manner that dominates its structure and doesn't explicitly accentuate the links and connections found…

Building on recent research into the importance of positive teacher emotions for student learning experiences, the current study involved five upper primary teachers at a Victorian government school developing inquiry mathematics units built around topic areas of personal interest or passion. Respective students (n=88) elected to participate in…

At the turn of this century, expectations for learning mathematics by students with Down syndrome were low. Research and practice continued to indicate considerable difficulty with number and calculation (Bird & Buckley, 2001). Unfortunately, most authors extrapolated difficulty with number to difficulty with mathematics in general, even…

The aim of this paper is propositional and is based on research findings which suggest that success in mathematics teaching and reform is contingent upon having key personnel in schools to lead curriculum reform. Based on the outcomes of a large national study on successful practice in the teaching of numeracy for some of Australia's most…

The use of handheld CAS technology in undergraduate mathematics courses in Australia is paradoxically shrinking under sustained disapproval or disdain from the professional mathematics community. Mathematics education specialists argue with their mathematics colleagues over a range of issues in course development and this use of CAS or even…