Abstract: Jao, Limin; Hall, Jennifer Many mathematics education associations worldwide, such as the Australian Association of Mathematics Teachers (Neal, 2007) and the National Council of Teachers of Mathematics (2000), have recommended incorporating literature, writing, and/or literacy into mathematics classes. Literacy is one of the general capabilities of the Australian Curriculum (see https://www.australiancurriculum.edu.au/f-10-curriculum/generalcapabilities/). Such integration helps students to make connections between subject areas, see mathematics as real-world applicable, increase their understanding of concepts, and become more engaged in learning mathematics (Connelly, 2005). Integration also helps generalist teachers to meet curricular demands for multiple subject areas, which is particularly important due to the dense nature of academic curricula. Furthermore, using writing assignments in mathematics classes allows students to demonstrate their understanding in a different way and provides teachers with a different manner of accessing and assessing students' understanding

Abstract: Mestre, Neville de Subtraction allows us to know how much remains in calculations relating to numerous occupational, financial and social situations. Most students think of subtraction as just a process which can be performed mentally or using a calculator. But an investigation of the details of different subtraction processes provides insight into a deeper understanding of mathematics

Abstract: Tekin-Sitrava, Reyhan; Isiksal-Bostan, Mine Effective mathematics teaching is a complex issue since "teaching is not just talking" (Horowitz et al., 2005, p.88). One of the most important aspects of effective teaching is extensive and well-organised teachers' knowledge. Teachers' knowledge is a complex phenomenon and consists of various facets (Fennema & Franke, 1992). Shulman (1986) first introduced the major categories of teachers' knowledge: subject matter knowledge (SMK); curricular knowledge (CK); and pedagogical content knowledge (PCK). PCK could be regarded as the most important category of teachers' knowledge needed for highquality teaching. Shulman (1986) stated that knowledge of students' misconceptions in any subject, knowledge of the reasons for students' misconceptions and the ways of overcoming these are the fundamental issues in PCK. Many students have misconceptions related to the volume of prisms. Thus, it is significant to explore teachers' PCK on students' misconceptions concerning the volume of prisms

Abstract: Obara, Samuel Students learn mathematics by solving problems. Mathematics textbooks are full of problems, and mathematics teachers use these problems to test students' understanding of mathematical concepts. Problem-solving enables students to explore, develop and apply mathematical concepts in solving problems. Teachers have the responsibility of promoting problem solving experiences that create an environment that fosters student thinking and reasoning (AMTE, 2017). Problem-solving processes vary with year level. For example, the problem-solving processes that kindergarten students use may look different from the ones a Year 3 student may use. Hwang and Riccomini (2016) state that:

Abstract: Gough, John Have you ever wondered why we measure time the way we do, for example, 24 hours in a day, 12 hours on an analogue clock face with two hands that rotate clockwise' Here are some snippets about the history of measuring and reading time. Some questions have been included to get you thinking about how time could have been different.

Abstract: Lowe, James; Carter, Merilyn; Cooper, Tom Mathematical models are conceptual processes that use mathematics to describe, explain, and/or predict the behaviour of complex systems. This article is written for teachers of mathematics in the junior secondary years (including out-of-field teachers of mathematics) who may be unfamiliar with mathematical modelling, to explain the steps involved in developing a model and the differences between modelling and traditional problem solving