The authors describe a mathematics lesson designed to allow students to use their own thinking to solve elapsed time problems. Their approach emphasises student-centered structured inquiry, and follows a 'Launch, Explore and Summarise' format.

While the general planning advice offered to mathematics teachers seems to be to start with simple examples and build complexity progressively, the research reported in this article is a contribution to the body of literature that argues the reverse. That is, posing of appropriately complex tasks may actually prompt the use of more sophisticated…

While there is widespread agreement on the importance of incorporating problem solving and reasoning into mathematics classrooms, there is limited specific advice on how this can best happen. This is a report of an aspect of a project that is examining the opportunities and constraints in initiating learning by posing challenging mathematics tasks…

Discussed is the case for problem solving in mathematics classrooms. The characteristics of "good" questions are identified. The assessment of questions and questioning techniques is considered. (CW)

Schematic models have been used extensively in educational research to represent relationships between variables diagrammatically, including the interrelationships between factors associated with teachers' beliefs and practices. A review of such models informed the development of a new model that was used to plan an investigation into primary…