Nicolas Senior shows how EMC3 's Launch-Explore-Summarise/Review model for mathematics lesson structuring sets the conditions to get the most out of both dialogic and direct instruction. He argues that this model will help teachers walk the balance between order and chaos.

Peter Sullivan and colleagues present a report on an initiative at a Victorian primary school which embraced opportunities offered by purposeful collaborative professional learning communities. They utilised a form of Japanese Lesson Study as part of their approach. There are three parts to the story of this initiative: (1) a description of the…

This article presents a story of practice regarding how a primary school addressed the issue of supporting English as an additional language or dialect (EAL/D) learners to communicate and reason in mathematics. A shared understanding across the school uncovered teachers have a critical role in supporting EAL/D learners and their acquisition and…

Aylie Davidson introduces a model for collaborative teacher planning that arose from the work she did with teachers as part of her PhD research. She identifies five ingredients for planning mathematical learning sequences that when used in combination with the model, enhance the quality and rigour of teachers' mathematics planning and subsequent…

In response to increasing teacher interest in how to design and implement effective challenging tasks, James presents the Launch/Explore/Discuss model that builds on the work of leading Australian educators and researchers Peter Sullivan, Doug Clarke, and Charles Lovitt.

We are pleased to bring you this follow-up to Mairéad Hourigan and Aisling Leavy's article [EJ1289314] that was published in issue 1 this year. In this contribution, they demonstrate that embedding mathematics within a rich context and learning sequence assists with the consolidation of student understanding and makes more effective use of teacher…

Whether by mandate or by personal aspiration, teachers across the United States are compelled to teach in a manner that is culturally relevant to their students. Culturally relevant pedagogy, and its recent iteration, culturally sustaining pedagogy, call for high levels of student achievement, the development of multiple cultural competencies, and…

We suggest that two interpretations of time -- linear time and cyclical time -- that complement each other when planning lessons, can be used in both Western and Indigenous science. The idea of time in the Australian Curriculum: Science is examined and seen to be primarily associated with the Western science tradition, so it is suggested that the…

In this article, the authors emphasise the importance of purposeful mathematical discussion and using sequences of connected, cumulative, and challenging tasks in advancing students' spatial reasoning in the early years of schooling.

Differentiating instruction can be difficult, however, when higher performing students yearn to be stretched and lower performing students benefit from scaffolded support. One way to meet these students' learning needs and everyone in-between is to embrace the notion of novel exploration in support of critical school mathematics concepts. Novelty…

Academic integrity is an educational issue requiring an educational response from all stakeholders, including faculty, students, librarians, learning support staff, and administrators. This article posits that an educational response at Suffolk County Community College (SCCC) advances progress toward an integrated academic integrity strategy at…

This paper outlines a seven-step process for developing problem-solving tasks informed by cognitive load theory. Through an example of a task developed for Year 2 students, we show how this approach can be used to produce challenging mathematical tasks that aim to optimise cognitive load for each student.

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 Intercultural Competency (ICC) Program is a structured program that has been developed at the University of Adelaide's English Language Centre (ELC) to create opportunities for students to connect in a global context. This stand-alone and easily transferable program aims to create meaningful opportunities for mixed-language-ability learners to…

This article illustrates an enhancement and lesson-delivery process used to engage classroom students in primary school science lessons. In the enhancement process, university educators and pre-service teachers collaborated with local experts to prepare lessons based in local or regional contexts. Lessons were designed to enable students to think…