This study explores the development and implementation of a five-day curriculum designed to enhance students' understanding of algebraic concepts through the integration of educational robotics and growth mindset principles. The study is structured around three research questions that investigate influences on decision-making in curriculum design,…

Students expose various intuitions in probability comparison and calculation tasks. Large volumes of research looked into these intuitions by categorizing learners' strategies, but fewer studies considered how these intuitions may be associated with learners' judgments. Even fewer examined the mixed effects of multiple intuitions held by the same…

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 study investigates the integration of EthnoSTEAM into mathematics education, focusing on the importance of incorporating students' cultural contexts to enhance their learning experiences. Traditional mathematics education often fails to account for the cultural backgrounds of students, hindering their ability to connect mathematical concepts…

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,…

For Freudenthal, the practice of mathematics in the curriculum is not a set of predetermined theories, goals and means. On the contrary, it is always associated with positively understood phenomenological processes in mathematics, as the curriculum is often used in conjunction with the transformation or development of practice. For Freudenthal…

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…

This study reports on the design and implementation of an equity-focused, project-based algebra curriculum in two advanced eighth-grade classrooms. We document with substantial detail a promising approach to capturing how students demonstrate and build robust mathematical understandings in ways that strongly connect to equity issues. We illuminate…

This study aimed to evaluate all aspects of the 2018 Mathematics curriculum for 5th grade students in secondary school. In the study, concurrent nested design, one of the mixed research methods, was used. The participants for this study consisted of 204 5th grade students and 10 mathematics teachers in their 2017/2018 academic year. Quantitative…

The Teachers First initiative is a grass-roots cluster-model approach for bringing together primary and secondary teachers and school principals: to analyse student performance data; design and practice activities and assessment tools; and promote teaching practices that address students' learning difficulties in mathematics. The balance of both…

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…

Scotland's Curriculum for Excellence (CfE), constitutes the demands that teachers are supposed to meet. Its intentions for the mathematics curriculum are similar to those in many countries: that learners be sufficiently mathematically literate to use mathematics in the personal, professional and societal dimensions of their lives. But like many…

We use thematic analysis to explore how mathematical concepts are developed in four enactments of the same task. Thematic analysis emerges from Systemic Functional Linguistics and provides a means to explore the development of mathematical ideas in the classroom discourse. Thematic analysis was used to explore how themes related to the comparison…

Many teachers experience the tension between using published curriculum materials and teaching in ways that are responsive to children. Teachers are often expected to use a particular mathematics curriculum series, but they still want to be able to build on and connect to children's multiple mathematical knowledge bases (MMKB).…

In this article we explore approaches to curriculum in the primary school in order to map and manage the omissions implicit in the current unfolding of the Curriculum and Assessment Policy Statement for mathematics. The focus of school-based research has been on curriculum coverage and cognitive depth. To address the challenges of teaching…