Abstract: Clark, Alicia Division is often seen as a concept that is too difficult for young children to understand. However, young children often encounter early division concepts in play-based situations and experiences, whether it be in the home environment, in a play group or in an early learning centre. At a very young age, children develop an understanding of what is fair and unfair. A young child is aware that if another child has a toy and they don't, it is unfair. They become aware that if their sibling has more lollies than they do, that is also unfair. Essentially, they are beginning to gain a sense of the most basic definition of equality. Developing an understanding of 'fair shares' is an important first step towards developing a knowledge of the process of division. This article aims to provide a range of activities to illustrate the sequence of exploring division with children in the early years.

Abstract: Minas, Michael As any classroom teacher can attest to, nothing matches the rewarding feeling you get when you watch students get lost in an activity that they are genuinely engaged in. And when it comes to maths, children love to immerse themselves in tasks where there is a clear and meaningful connection to the real world that exists outside the four walls of their classroom.

Abstract: Rogers, Angela In the last issue of Prime Number Angela Rogers shared with us a place value misconception, the 600 block misconception. In this article Bern Long and Angela share how Concept Cartoons can be used to explore this and other student misconceptions.

Abstract: Russo, Toby; Russo, James Most primary school teachers know that there are few things students enjoy more than being read a good picture storybook. The Narrative-First Approach to developing mathematical tasks seeks to capatalise on student engagement in these stories, building rich, authentic activities around their themes, characters or plot.

Abstract: Long, Bern In the last edition of Prime Number, I wrote an article titled Working With At-Risk Students to Develop a Growth Mindset. The article discussed insights from my research working with students who struggle to learn mathematics. It highlighted the importance of developing a growth mindset in at-risk students and ways this could be achieved. Understanding the need for students to have a growth mindset is only the beginning of helping them succeed in mathematics.

Abstract: Walker, Nadia; Tripet, Kristen One of the 'big ideas' for students developing place value understanding is that the place of a 'digit in a number gives its value'. At the beginning of the year, many classrooms will be exploring this important concept.

Abstract: Parrington, Alexandra; Millar, Samantha In the last issue of Prime Number, we discussed how an outdoor learning context can be used to create a rich, counting investigation when we explored how many cones students could collect in three minutes during our She Oak Challenge. However, this activity is just the tip of the iceberg! There are so many opportunities to teach maths in nature in a hands on, authentic way. Just to remind the reader, at Cornish College, in Year 1, Dhumba dha biik, or Talk Country, is a weekly program where the children spend the first two hours out on the property. The focus for each session is different and depends on our curriculum focus, and on other constraints and drivers like the weather and the interests of the children.

Abstract: Godfrey, Carmel Beginning in the Foundation and junior school learning areas, students at St Mary Magdalen's School in Chadstone have added three more fluency activities to their number and algebra bank.

Abstract: Rogers, Angela When I work with students, I love to celebrate mistakes and promote a growth mindset (Dweck, 2016). I encourage students to see that through mistakes comes learning. I consider misconceptions 'thinking mistakes'. I explain to students that these are errors made on the journey towards mastery of a topic. 'Thinking mistakes' are in direct contrast to 'silly mistakes'- ones which I encourage my students to consciously avoid- these are made when our brain is not 'switched on'. In stark contrast, 'thinking mistakes' are made when our brain is working hard, struggling to make thoughtful and logical conclusions-it is during these times that real brain growth occurs.

Abstract: Parrington, Alexandra; Millar, Samantha At Cornish College, we believe that being out in nature is important for the health and well-being of everyone, especially children. Further, we believe that learning with and in nature provides authentic inquiry and teaching opportunities across the curriculum and across all year levels.

Abstract: Russo, James Have students engage in these challenging questions relating to informal and formal measurement concepts, based around these images of the Melbourne Luna Park Moon Man.

Abstract: Russo, James Being able to rote count and count a collection of objects are important aspects of developing early number sense. Rote counting involves understanding that the numbers appear in a stable order, whereas counting a collection of objects involves counting with one-to-one correspondence (i.e., counting each object in a collection once to determine how many objects there are in total). Collectively, counting ideas might be described as understanding numbers as a verbal and visual sequence (Reys et al., 2011).

Abstract: Russo, Toby This challenging task has been developed using the much loved Maurice Sendak children's book, Where The Wild Things Are. This text has been chosen for several reasons: it is highly engaging for students of all ages; the story lends itself to a maths task focused on time and ratios; and, importantly for us teachers, the book is readily available in school classrooms and libraries (as well as read-aloud versions online).

Abstract: Long, Bern We are constantly trying to find ways in mathematics education to help students who are considered 'at risk' of not reaching the expected achievement standard. The latest PISA results would suggest that presently, Australia is not being successful in its attempts. Over the past 12 years, there has been an increase in the percentage of low performers in Australia, from 14% in 2003 to 22% in 2015 (Thomson, De Bortoli, and Underwood, 2016). The question therefore needs to be asked, 'What can teachers do to help students who are struggling to learn mathematics'' This question will be answered in two parts: Part 1 discusses ways I believe teachers can support at-risk students by promoting a growth mindset, and Part 2 (next edition) will look at how good learning actions can be encouraged.