Abstract: Espedido, Rosei; du Toit, Wilhelmina If, from a young age, students were taught that mathematics is not simply number-based content to be memorised but rather, in its purest form, is about acquiring and mastering a logical thought process, there would be less time dedicated to justifying why the learning of mathematics is important. In reality, students are unlikely to find themselves in a devastatingly life-changing situation should they not be able to demonstrate the congruent nature of two triangles. However the approach a student may choose to implement in dealing with the aforementioned situation is integral to the outcome. Learning experiences in mathematics foster the development of skills (including evaluation, reasoning and logical stepwise thinking) which all serve as invaluable tools for life beyond the classroom. So, why are mathematics teachers not more honest when addressing the questions posed by students? Why are they afraid of 'telling it like it is'? Why are we as teachers not making the relationship between mathematics and thinking processes clear enough that students also come to appreciate the content?

Abstract: Proffitt-White, Rob 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 practise activities and assessment tools; and promote teaching practices that address students' learning difficulties in mathematics. The balance of both top-down and bottom-up reform processes, seeded with the latest research evidence, allowed teachers to become both competent and confident in their effective teaching of mathematics. Its continued success is testament to our innovative school leaders and passionate teachers.

Abstract: de Mestre, Neville Consider N (> 1) people spaced regularly around the circumference of a circle. Now a circle has 360 degrees, and therefore there are many N for which the angle subtended at the centre of the circle by adjacent people is an integer. Ask your students to find them all. How can 19 19 = 361 help them?

Abstract: Kissane, Barry It seems that calculators continue to be misunderstood as devices solely for calculation, although the likely contributions to learning mathematics with modern calculators arise from other characteristics. A four-part model to understand the educational significance of calculators underpins this paper. Each of the four components (representation, calculation, exploration and affirmation) is highlighted and illustrated, mostly with relatively unsophisticated modern calculators such as those widely accessible to students in years 6-10, but also recognising some calculator features not available to younger Australian students. Intelligent use of calculators at these levels of schooling offers many opportunities for students to develop a solid understanding of key aspects of mathematics through their own actions, provided our apparentobsession with calculators as merely 'answering devices' is overcome.

Abstract: Dawe, Lloyd 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 in a girls' private school in Sydney for this purpose. The paper provides examples of imaginative problem solving gathered over a 5-year period, which has led to significant mathematical insight for both staff and students. It promotes the realisation of mathematical potential of students concurrently with the professional development of teachers. It is argued that this best happens in mathematics classrooms with experienced mathematics educators working alongside teachers.

Abstract: Espedido, Rosei Review(s) of: The smartest kids in the world and how they got that way, by Amanda Ripley, Publisher, Simon and Schuster Paperbacks, ISBN 978-1-4516-5442-4.