In this article the authors overview how the recently revised (version 9) Australian Curriculum (Australian Curriculum Assessment and Reporting Authority, 2022) and student difficulties with fractions relate to five developmental Fraction Schemes developed from multiple research projects in the literature. The article shares research findings from…

This paper addresses the continuing need for mathematics teachers to enrich their mathematical knowledge beyond the school curriculum, in order to effectively engage students in creative and imaginative thinking, particularly, but not exclusively, students who show exceptional promise. The author, a retired university professor, works staff and…

Students with mathematics learning disabilities (MLD) have a weak understanding of fraction concepts and skills, which are foundations of algebra. Such students might benefit from computer-assisted instruction that utilizes evidence-based instructional components (cognitive strategies, feedback, virtual manipulatives). As a pilot study using a…

Large-scale numeracy assessments are intended to facilitate the improvement of educational outcomes; however, it is not clear exactly how this is to be achieved. To move towards the goal of numeracy for all, it is necessary to systematically address issues that are known to be difficult, pervasive and persistent. This paper includes an analysis of…

The Alabama State Department of Education (ALSDE) was grappling with several issues including: (1) A respectable rate of growth in student achievement for both fourth- and eighth-grade math in the state of Alabama, as measured by the National Assessment of Educational Progress (NAEP), but below the national average; and (2) A growing concern about…

The focus of the present synthesis reflects the research on programs, practices, and policies intended to improve mathematics outcomes funded through the Institute of Education Sciences' (IES's) National Center for Education Research (NCER) and National Center for Special Education Research (NCSER). The authors were asked to review those published…