Despite teacher enjoyment of teaching being associated with a range of benefits for teachers and their students, little research exploring the characteristics of teachers who enjoy teaching mathematics exists. Semi-structured interviews were conducted with ten teachers who scored in the top third in terms of their enjoyment of teaching mathematics…

This qualitative survey study set out to investigate in-service and pre-service primary school teachers' perceived barriers to and enablers for the integration of children's literature in mathematics teaching and learning in an Australian educational context. While research over the past three decades have documented pedagogical benefits of…

This paper focuses on the time teachers take to adapt to a student-centred inquiry approach to teaching mathematics, the nature of those changes and the reasons for variations in both these aspects among teachers within and across schools. Five numeracy experts, who worked with 200 Foundation to Year 2 teachers to facilitate the implementation of…

In this article, the authors from Monash University and the University of Sydney have collaborated to present a research-informed model to support the planning and teaching of mathematics, using a student centred structured inquiry approach.

Given what is known about the importance of productive struggle for supporting student learning of mathematics at all levels, the current study sought to examine teacher attitudes towards student struggle when students learn mathematics in remote learning settings compared with classroom settings. Eighty-two Australian early years primary teachers…

Leading school mathematics is a complex task and the responsibilities and activities involved are not always clearly defined. School mathematics leaders (SML) in Australian schools are often expected to lead improvement in mathematics teaching and learning. Previous research typically focuses on the qualities of effective leaders rather than the…

The National Council of Teachers of Mathematics (NCTM) and the Australian National Curriculum encourage the integration of literacy and numeracy, and "Teaching Children Mathematics" ("TCM") regularly includes articles on incorporating picture books into the mathematics program. Marston has developed a new framework (2010) to assist teachers in…

There is widespread belief that addressing differentiation within classroom practice is critical for school improvement in mathematics. School mathematics leaders and consultants are faced with the challenge of interpreting the various models of differentiation that are presented throughout professional learning programs and aligning these with…

In March 2020, COVID-19 restrictions required our university courses to be offered in online mode only. This quick transition meant that lecturers were suddenly tasked with adapting their classroom-based teaching approaches and materials to the online space. For mathematics teacher educators (MTEs), whose on-campus classes were characterized by…

This paper draws on observation of a primary mathematics lesson prepared and taught by a second-year pre-service teacher who lacked mathematical content knowledge. A "knowledge quartet" (Rowland, Turner, Thwaites, & Huckstep, 2009) was used to investigate when and how a pre-service teacher drew on their knowledge of mathematics during primary…

This paper reports on a New Zealand iteration of the Encouraging Persistence, Maintaining Challenge (EPMC) project, which proposes that students learn mathematics best when they build connections between mathematical ideas for themselves. This iteration explores the actions, perceptions and learning of 12 primary teachers and their 281 students…

The theoretical understanding that underpins a teacher's foundation knowledge draws on their common content knowledge (CCK) and influences their mathematics' teaching (Rowland, Turner, Thwaites, & Huckstep, 2009). Teachers who have specialised content knowledge (SCK) demonstrate a unique kind of content knowledge which is more than knowing the…

This paper reports on a mathematics leader who participated as a co-teacher alongside a teacher educator in a university classroom. The collaboration was designed to bring the profession into the university. Case study research design and qualitative methods were used to analyse written self-reflections, transcripts of interviews and the…

In recent years there has been growing concern as to how to bridge the gap between the theory preservice teachers engage with as part of their learning in their tertiary classrooms and the profession. To enable pre-service teachers to make stronger connections with the profession, a mathematics teacher educator worked collaboratively with a…

Effective middle leading of mathematics is a complex task as it requires a focus on improving learning outcomes for students. This study gathered information about the activities of middle leaders of mathematics using a survey of primary and secondary mathematics leaders. Both primary and secondary mathematics leaders more often focussed on…