Abstract: Selmer, Sarah; Valentine, Keri; Luna, Melissa; Rummel, Sarah; Rye, James Using Garden Based Learning (GBL) as an integrated mathematics and science unit, this article describes the mathematical journey of students as they work through the process of designing their own garden beds.

Abstract: Russo, James The four proficiency strands are employed in this mathematically rich estimation task which combines estimation skills and multiplicative thinking within a challenging problem solving context.

Abstract: McMartin, Kimberley; McMaster, Heather As an alternative to looking solely at linear functions, a three-lesson learning progression developed for Year 6 students that incorporates triangular numbers to develop children's algebraic thinking is described and evaluated.

Abstract: Larkin, Kevin Trying to find quality apps for use in mathematics classes can be time consuming and bewildering. This article outlines a process for evaluating apps and provides teachers with access to comprehensive qualitative evaluations of 53 geometrical apps based on pedagogical, mathematical and cognitive fidelities.

Abstract: Hurst, Chris It is important for students to make informed decisions about computation. This article highlights this importance and develops a framework which may assist teachers to help students to make effective computational choices.

Abstract: Faulkner, Valerie; Walkowiak, Temple; Cain, Chris; Lee, Carrie Equality is such an important concept for children to develop. In this article it is argued that a precise definition is needed to ensure that students are provided with a consistent 'picture' of what it is that equality really means.

Abstract: Watson, Kelly In order for students to move from using concrete materials to using mental strategies and from additive to multiplicative thinking, the use of arrays and visualisation is pivotal. This article describes a lesson in which students are taken through a CRA approach that involves noticing structure, using strategies and visualisation.

Abstract: Russo, James The use of enabling and extending prompts allows tasks to be both accessible and challenging within a classroom. This article provides an example of how to use enabling and extending prompts effectively when employing a challenging task in Year 2.

Abstract: Cheeseman, Jill; Clarke, Doug; Roche, Anne; Walker, Nadia Introducing challenging tasks in such a way that makes them accessible, rather than daunting, to students is a challenge for teachers. Solving challenging tasks involves students having to grapple with the problem. The role of the teacher is to motivate and clarify the problem rather than showing students how to solve the problem.

Abstract: Hartley, Hazel Published originally in 1996, the content of Hazel Hartley's paper is remarkably similar to some much more recent articles on this topic. The conversations are still similar and the challenges are much the same, even though we now have a national curriculum.

Abstract: Jorgensen, Robyn A large national project that explored successful numeracy practices in remote and very remote schools has identified the significant role of numeracy leaders. As middle leaders they are able to bridge the gap between the vision of the school leadership team and the practices enacted in the classroom.

Abstract: Bao, Lei The model (or bar) method provides students with an opportunity to demonstrate their interpretation of word problems and to see the relevant relationships in a visual way. This supports students to make sense of a problem, identify relationships and work out suitable strategies for solving word problems.

Abstract: West, John How the use of concrete materials in the form of counters allows students to model increasingly complex number problems is explored. The use of counters scaffolds students' development of number sense and algebra skills leading to an understanding of quite abstract concepts.

Abstract: Gabriel, Florence Fractions are known to be difficult to learn and difficult to teach, yet they are vital for students to have access to further mathematical concepts. This article uses evidence to support teachers employing teaching methods that focus on the conceptual understanding of the magnitude of fractions.

Abstract: Taylor, Merilyn; Hawera, Hgarewa Rich learning tasks embedded within a familiar context allow students to work like mathematicians while making sense of the mathematics. This article demonstrates how 11-12 year-old students were able to employ all of the proficiency strands while demonstrating a deep understanding of some of the 'big ideas' of probabilistic thinking.

Abstract: Russo, James The notion of equivalence is a very important concept for students and should be developed from a young age. This article demonstrates how students can deepen their relational understanding of the equals sign by exploring inequalities within a dice game based on familiar children's literature.

Abstract: Piatek-Jimenez, Katrina; Phelps, Christine M The movie Frozen took the world by storm and this global popularity of the movie and its music can be harnessed by teachers of mathematics. This article builds on the "frozen fractal" lyric from Let It Go to incorporate fractal geometry into primary mathematics classrooms.

Abstract: Northcote, Maria; Marshall, Linda This first part of a report on the Everyday Mathematics Project presents information about the topics, frequency, amount, type and methods used by adults in calculations in their everyday lives. This serves to demonstrate the relevance of primary school mathematics, especially in terms of mental computation and estimation strategies situated within authentic contexts.

Abstract: English, Lyn; Watson, Jane Statistical literacy is a vital component of numeracy. Students need to learn to critically evaluate and interpret statistical information if they are to become informed citizens. This article examines a Year 5 unit of work that uses the data collection and analysis cycle within a sustainability context.

Abstract: Larkin, Kevin Kevin Larkin suggests a framework for teachers to use in their selection and use of concrete and virtual materials, to support student learning at different experiential stages.

Abstract: Khosroshahi, Leyla G; Asghari, Amir H Methods that make use of the associative rule for students to use a range of efficient mental and written strategies for addition and subtraction problems are examined, with an eye for making the transition to using the associative rule in algebra in later years.

Abstract: McDonough, Andrea Although the use of manipulatives can be helpful for student development of mathematical understanding, it is the crucial role of the teacher in setting up appropriate learning opportunities, asking key questions and encouraging students to explain their thinking that makes learning with manipulatives powerful.

Abstract: Welch, Bronwyn Bronwyn Welch shares vignettes of primary classes working with mathematicians as part of the Mathematicians in Schools' program.

Abstract: Hurst, Chris; Hurrell, Derek Using examples from a current Year 6 research project, this article highlights the importance of a combination of conceptual understanding and procedural fluency in developing multiplicative thinkers.

Abstract: West, John John West shows how using an investigative problem to employ problem solving and reasoning strategies can be used to investigate powers, place value and index notation to improve student understanding.

Abstract: Tucker, Steven; Moyer-Packenham, Patricia S; Shumway, Jessica F; Jordan, Kerry E An investigation of how an app can influence children's mathematical learning in different ways. Suggestions are made on several aspects teachers may consider when selecting apps for students.

Abstract: Mildenhall, Paula Paula Mildenhall discusses the importance of computational estimation in 'real life' contexts and how the language of precision and estimation can assist students to understand the usefulness of estimation.